Technology resources are rapidly becoming more readily available in schools, increasing the demand on teachers to increase the integration of technology into daily lesson planning. While teachers are expected to integrate technology into curriculum to increase student readiness, data shows teachers are not successful in technology integration. This study investigated the technology integration barriers Pre-K through 4th grade elementary teachers face when integrating technology. The social learning theory of Bandura along with the constructivist theories of Piaget developed the theoretical framework for this study. Each research question focused on understanding the barriers teachers face and identifying the needs of teachers to develop proficiency in understanding technology integration. The quantitative study used a cross-sectional survey approach to collect data. The survey instrument used was The Educational Technology Integration Questionnaire (ETIQ), which was electronically distributed to 75 certified elementary level teachers in one district. The collected data was analyzed using descriptive statistics to identify significant relationships among the variables. The data was used to identify teachers' perspectives about technology integration, ability to integrate, and what barriers affect the integration process. The survey results showed a critical need for effective and meaningful professional development on technology integration. Data also revealed teachers need instructional technology support on their campus, providing someone they can work with on technology to enhance their integration practices. [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.]