The problem addressed by this study was the perspectives of special education teachers regarding integrating technology into the special education curriculum. The purpose of this qualitative study was to discover what lived experiences in school districts special education teachers have on integrating technology into the special education curriculum. Students with learning disabilities are a growing population across many school districts. As a result, the need for support services such as integrating computers into the curriculum to increase students' academic performance is paramount. The theoretical framework of this study was based on Vygotsky's constructivism theory to understand human experiences through a phenomenon. The constructivism theory allows teachers to help students build their knowledge while integrating technology into the curriculum. This study used a semi-structured questionnaire and a 30-45 minutes time frame. The sample of twelve special education teachers from one county on the east coast completed an online questionnaire to share their experiences. The findings from this qualitative study revealed that technology integration may result in a positive learning experience for students and improvement in their overall engagement in class. Recommendations based on findings include examining strategies to increase technology integration in the special education curricula and a broad understanding of the need to integrate technology into special education programs. [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.]