Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teacher's student-centered beliefs about instruction and the nature of the teacher's technology-integrated lessons. This connection between the use of technology and constructivist pedagogy implies constructivist-minded teachers maintain dynamic student-centered classrooms where technology is a powerful learning tool. Unfortunately, much of the research to date has relied on self-reported data from teachers and this type of data too often presents a less than accurate picture. Versus self-reported practices, direct observations that gauge the constructivist manner in which teachers integrate technology are a more precise, albeit protracted, measurement. In this study 32 classroom teachers completed a survey to measure their beliefs about instruction, but they were also directly observed and rated with the Focus on Integrated Technology: Classroom Observation Measurement (FIT:COM). The FIT:COM measures the degree to which technology integrated lessons are aligned with constructivist principles. Analysis did not reveal a significant relationship between practices and beliefs. Although most teachers identified strongly with constructivist convictions they failed to exhibit these ideas in their practices.