This qualitative study examined five middle school teachers' perceptions of a site-based, technology-related professional development (TRPD) program focused on the interactive whiteboard (IWB) and the classroom response system (CRS) and the practices implemented in the teachers' classrooms as a result of participation in the TRPD sessions. One purpose of this capstone project was to examine teachers' perceptions of their experiences in a site-based TRPD workshop and to specifically explore their perceptions of the program's impact on technology integration and student engagement in a middle school context. A secondary purpose was to explore the ways in which teachers use the IWB and the CRS in their specific content areas after attending TRPD sessions. To reach these objectives, I employed a qualitative methodology to gather detailed data about teachers' reflections, perceptions, experiences, and integrations regarding the IWB and the CRS, both of which are used to engage students. Data collection included classroom observations, interviews, reflection logs, and lesson plan artifacts. Based on the results of the design, I intend to create school-wide, site-based staff development workshops that are effective with teachers and serve as customizable resources for other technology specialists across the county. [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/en-US/products/dissertations/individuals.shtml.]