Educators are tasked with preparing students for college and beyond (Gómez-Pablos et al., 2017). Project-based learning can help achieve this goal (Gómez -Pablos et al., 2017). PBL engages students in real-world problem-solving activities that allow them to take ownership of their own learning and create real products (Zafirov, 2013). The problem this study aimed to solve is how technology can better support PBL so we can better prepare students for the 21st century. It has been argued that technology can directly increase the effectiveness of project-based learning in the classroom (Pitura & Monika, 2018). Effectively leveraging technology during PBL is one of the best ways to help students address real-world problems and prepare for life after college (Brown, Lawless, & Boyer, 2013; Korucu & Cakir, 2018; Pitura & Monika, 2018). The purpose of this phenomenological qualitative study is to understand how technology currently supports project-based learning for educators in secondary schools, and to determine what missing features would be beneficial. The information gained in this study has helped the researcher understand how technology enhances the project-based learning experience. The research also supports an understanding of what features and capabilities are missing in current technology from educators' perspective.