Administrators and teachers understand the mandates of No Child Left Behind Act 2001 that required the effective use and adoption of technology such as iPads and interactive whiteboards to prepare students to compete in a global marketplace; however, these technologies were often used inefficiently to teach basic literacy concepts and the underutilization of this tool continues to promote low literacy rates. The problem addressed by this research was teachers' low adoption of interactive whiteboards to enhance elementary literacy development. For two months, this qualitative single case narrative approach used observations, interviews, member-checking, and field notes to explore elementary teachers' perceptions about technology integration, the value of the interactive whiteboard for student learning, perceptions related to professional development training for literacy instruction, and the removal of potential fears/barriers for not utilizing the interactive whiteboard at an elementary school in Bronx, New York. The findings' themes of Integrated Technology, Instruction, Perception, Hindrance, and Outcome revealed participants' beliefs about interactive whiteboards contribution to enhancing early elementary literacy development; however, factors attributed to this enhancement varied by participant and consisted of teachers' confidence and experience level using technology and rate of training received. Further research is required as it related to time and kinds of interactive whiteboard training teachers needed to view the tool as a resource for teaching and learning and recognize that if teachers were not trained effectively or planned with technology in mind this affects students' performance. Implications for further research included the promotion of consistent and long-term professional development to support teachers' technology integration to improve pedagogical practices and low literacy rates. Hearing and giving a voice to teachers' perceptions regarding technology usage provides knowledge to increase teachers' technology implementation to not only improve students' learning but teachers' pedagogical practices and places the responsibility on administrators and stakeholders to provide adequate, consistent, and effective training that supports the mandates for 21st century global infrastructure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]