The purpose of this causal-comparative study was to employ a quantitative research paradigm to determine the impact of a one-to-one technology initiative on the development of the 4 C skills of high school students. An objectives-based evaluation model was used to review the one-to-one implementation for future planning and continuous improvement. COVID-19 provided an additional factor that forced both teachers and students to use their newly acquired one-to-one technology tools faster and more extensively than anticipated. The immersion into the new learning environments were captured through pre and post COVID-19 experiences. This study found that teachers did not perceive any effects on the development of 4 C skills of students after the one-to-one technology initiative. A one-way ANOVA test supported the null hypothesis that there was no effect as perceived by teachers. They did find value in the technology tools overall, noting the ease of communication, increased collaboration opportunities, more creation tools, and a more equitable learning environment. Student data revealed a much more positive perspective of the effects the one-to-one technology initiative. The student analysis showed statistically significant differences in all 5 dependent variables as reflected in the Kruskal-Wallace non-parametric test. This research can help fill a void in existing research by focusing on the development of students' 4 C skills instead of grades and test scores to determine any impact after the implementation of the one-to-one technology initiative. This research study can guide future initiatives and inform best practices for innovative change. [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.]