Technology is causing our world to change quickly. As a result, there has been a push to teach 21st century skills. This shift has caused school districts to increase expectations of teachers to use digital technologies to help student learning. To prepare teachers for the instructional shift, schools have increased opportunities for professional learning. Defour et al. (2004), found that students learning outcomes are greater when teachers participate in professional learning communities. The purpose of this case study, with multiple units of analysis, was to examine whether a virtual technology professional learning community impacted six teachers' decisions to implement technology and if their attitudes toward integrating technology changed. Due to the global pandemic, COVID-19, the technology professional learning moved to an online setting. This study attempts to examine middle school teachers' attitudes towards the 1:1 initiative and explore if and how teaching practices changed as a result. Findings from the study revealed that the virtual technology professional learning community increased teachers' confidence and creativity by providing the resources, training, and support to assist with technology integration. The findings also indicate that while teachers are fairly confident in their ability to implement technology in their classrooms, a few did not fully understand how to connect teaching practice to the pedagogical and technological approaches of TPACK to curriculum design. [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.]