The implementation of personalized learning (PL) models is growing rapidly; however, research on these models is limited. In particular, little is known about teachers' experiences as they implement technology-based PL models. Additionally, few studies have sought to understand how teachers make sense of PL. Examining teachers' experiences with and interpretation of PL can be a first step toward understanding PL school design and, consequently, the student outcomes in these schools that may be associated with particular designs and practices. This qualitative case study thus responded to gaps in the research by drawing on sensemaking theory to examine teachers' experiences as they implemented PL. Three central findings emerged. First, teachers' experiences were shaped by emphases on student discipline and accountability. Second, consistent use and analysis of student data was a key characteristic of instruction. Finally, teachers' experiences in implementing PL differed according to teachers' levels of experience. Our findings may be transferable to other high-technology PL contexts; however, potential limitations, including our attention to a single school and the possibility of researcher subjectivity in qualitative case study research, should be considered.