The purpose of this quantitative predictive correlational study was to determine the extent communication style elements (expressiveness, preciseness, verbal aggressiveness, questioningness, emotionality, and impression manipulativeness) collectively and individually predict the technology integration of K-12 teachers in the Northwest Louisiana area using multiple linear regression. The theoretical foundations were collaboration theory, personality theory, and social constructivism theory. The two research questions were (1) to what extent did expressiveness, preciseness, verbal aggressiveness, questioningness, emotionality, and impression manipulativeness communication elements collectively predict the technology integration of K-12 teachers and (2) to what extent did expressiveness, preciseness, verbal aggressiveness, questioningness, emotionality, and impression manipulativeness communication elements individually predict the technology integration of K-12 teachers. Responses from two online Likert style surveys (Teacher Technology Integration Survey and Communication Styles Inventory) were used as data sources. Participants were anonymous. The six communication styles did collectively significantly predict the technology integration of K-12 teachers (F (6, 134) = 5.80, R[superscript 2] = 0.21, p < 0.001). Also, the preciseness (B = 0.64, p < 0.001) communication style significantly predicted technology integration of K-12 teachers. Based on the research, communication styles overall can affect the outcome of technology integration. Individually, the preciseness communication style can significantly affect the outcome of technology integration. [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.]