Many educators believe that the act of building relationships is the core of learning. When technology is integrated into every classroom, do relationships improve or disintegrate among the key stakeholders in an educational environment? The purpose of this study is to determine the extent to which technology in a 1:1 school district can alter relationships between teacher and teacher as well as between student and teacher. No conclusions are made about all the classrooms involved in a 1:1 initiative, but by describing the effects as perceived by the direct candidates who participated in the interviews, this study aims to inform discussions around one of the aspects of a digital learning environment. This is a qualitative study analyzed through the interviews of teachers who are immersed in a 1:1 initiative in the Mooresville Graded School District in the suburb of Mooresville, North Carolina. [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.]