Technological emersion is now prevalent in educational methodologies. Strategies that present an emerging ideology are relevant to closing the digital divide gap at all education levels but remains problematic. The problem addressed by this study is that many Pre-Kindergarten (Pre-K) lower socioeconomic (LSE) State-funded Preschool Program (SFPP) does not have access to ICT and omits supportive Information Communication Technology (ICT) implementation as a developmentally appropriate practice (DAP) into the curriculum guidelines (California Department of Education, n.d.). The purpose of this qualitative multiple-site case study (MSCS) describes and examines the shared perspectives, beliefs, and behaviors of a group of administrators and teachers of three to five-year-olds regarding the digital divide and the impact of integrating ICT into the curricula. The study utilized an MSCS method to collect data through semi-structured one-on-one interviews, site documents, researcher field notes from ten sites, and ten administrator-teacher pairing participants. The findings of this study reflect eight common themes that emerged from the empirical data collected, categorized, and analyzed in the following areas regarding practice, policy, and theory indicating integrating information technology into SFPP curricula would have a positive effect and help to narrow the digital divide gap at the onset of education: (a) ICT use in SFPP; (b) professional training; (c) developmentally approved practice; (d) integrate ICT into SFPP curricula; (e) intrinsic and extrinsic barriers; (f) digital divide; (g) digital native; and (h) social justice. Through inductive analysis, the study results revealed a pattern that correlated to the review literature indicating the value of ICT use, access, and equity in Pre-K SFPP curricula concerning the digital divide in education and its impact relation to social constructivism and social justice. The study also discussed implications as well as suggestions for future research. [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.]