This is a story about some Native Hawaiian people written by Native Hawaiian people of the Papahana Kaiapuni, or the Hawaiian Language Immersion Program (HLIP) of the Hawai`i public schools. Together they "talk story" and become the voice for the HLIP by painting a picture of their past, present, and future experiences with technology. This study was undertaken to investigate the possibilities technology has opened in sustaining the HLIP and in transmitting the Hawaiian language and culture to a new generation of digital learners as seen through the stories of its teachers and past students. The participants described the world through the lens of their language and culture. The purpose of this narrative inquiry case study is to investigate how teachers' attitudes towards technology and prior experiences affected their use of technology in the classroom, any concerns the teachers have, and how to better support cultural change in the Hawaiian Language Immersion Program. The study investigates teachers' experiences, similarities and differences, and suggestions for technology implementation to support 21 Century skills. The broad frameworks that underlie this study are change theory (Fullan, 2006; Hall, 2010; Dass 2001), culture-based education (Kana`iaupuni & Kawai`ae`a, 2008); and technology use in language regeneration (Hartle-Schutte & Nae'ole-Wong, 2000, Warschauer & Donaghy, 1997). "Ua `akoakoa makou no ka huliau `ana, we gathered together to recall the past" (Puku`i, n.d). [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.]