The purpose of this study was to determine if the use of one-to-one technology integration initiatives had a positive impact on student engagement. This study looked at survey results from teachers and administrators/building leaders in Southeast Missouri school districts who have been using one-to-one technology integration for a minimum of two school years (pre-pandemic year 2020). In this quantitative educational study, the relationship and correlation between time spent using one-to-one technology and student engagement via the Four C's (collaboration, communication, creativity, critical thinking) based on teacher and administrator/building leader perception was studied. The participants of the study included 14 administrators/building leaders and 49 teachers, for a total of 63 participants from Southeast Missouri School districts. For the linear regression analysis, the student frequency of use of one-to-one technology for each of the Four C's was the independent variable, and the quality of student engagement for each of the Four C's was the dependent variable. A correlation test was also completed specifically for teacher responses, and a second correlation test was conducted specifically for administrator/ building leader responses in an effort to further analyze the data. Data collected about student engagement with one-to-one technology via the Four C's surrounded these Southeast Missouri teacher and administrator/building leader perceptions as the highly qualified experts. Survey data revealed that overall the relationship between the variables was statistically significant, the correlation was moderate and positive, and as frequency of use increases, engagement also increases. [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.]