Cloud computing applications have a profound presence in educational institutions, yet educators may not be utilizing the digital tools to their full potential. This study helped fill a gap in current literature regarding secondary teachers' acceptance and use of cloud computing applications in instruction. The purpose of this qualitative descriptive case study was to describe secondary core teachers' acceptance, sustained use, and challenges integrating cloud computing applications into instruction within a rural school division in the southern United States. A sample of six secondary core-subject teachers participated in the qualitative descriptive case study. Three types of data were collected to triangulate findings, including individual interviews, a focus group, and archival documents (teachers' lesson plans). Findings included five primary themes: 1. Teachers' acceptance was linked to autonomy and leadership. 2. Features and interoperability were vital for sustained use. 3. Infrastructure and digital divides created challenges. 4. Support was essential for teachers. 5. A paradox existed in teachers' work-life balance. Results were supported with conceptual framework literature and current scholarship in the field of educational technology. Based on the triangulated evidence and findings, the researcher included recommendations for educational leaders and practitioners that may positively influence cloud computing integration in instruction. [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.]