Although teachers agree that technology is beneficial for enhancing math education and pedagogy, there are concerns about incorporating technology into their teaching practices. The problem addressed in this study was that high school teachers are challenged to integrate technology into math instruction. The purpose of this basic qualitative study was to explore high school teachers' perceptions of the challenges in integrating technology into math instruction to answer the research questions regarding those challenges and viable strategies for infusing instructional technology into math classrooms. The theoretical framework was based on the technological pedagogical content knowledge framework, which combines content knowledge, technology knowledge, and pedagogy knowledge into a comprehensive model leading to efficient technological instructional processes. Data were collected from 10 high school math teachers in Tennessee using semi-structured interviews. Data were analyzed using coding and thematic analysis, which revealed that teachers face barriers such as resource shortages and students' reluctance toward technology in math classes. The results uncovered challenges for Tennessee high school teachers with integrating technology into math instruction. Conclusions present available tools and strategies, address response bias in future research, and provide implications for educational professionals, teachers, students, and society. This study may contribute to positive social change by guiding educational experts in designing math programs for technology-rich classrooms and fostering responsible digital citizenship in students. [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.]