There is currently a lack of in-depth research with teachers' practices and perceptions with computer-assisted instruction (CAI) in the elementary classroom. Much of the past research focuses on student achievement but fails to consider how the teacher perceives the use of CAI and how they use CAI in the classroom. This research study explores the use of the theoretical framework of Constructivism and the Technology Acceptance Model to help understand why teachers use CAI and how they perceive the use of CAI in the elementary classroom. The professional development training that resulted from this student allows administrators and decision-makers to better understand how CAI is used in the classroom in order to assist with making decisions when it comes to CAI use and purchases in the future district-wide. Keywords: CAI, computer-assisted instruction, educational technology, individualized instruction, personalized learning, teachers' perceptions, teachers' 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.]