The purpose of this study was to analyze how self-efficacy interacts with technology integration in Algebra 1 classrooms. A case study approach was used to discover how technology was integrated into Algebra 1 classrooms in a comprehensive high school. The findings were analyzed based on the teachers' locus of control to understand how the efficacy of teachers impacted the technology integration. The findings show the overall usage of technology was low, even after seven years of implementation of 1:1 computing in the high school. Teachers report usage is low due to lack of professional development that was subject specific and a lack of resources specific to Algebra 1. Teachers reported that barriers in place, including outdated grading policies and negative student behaviors, were outside of their locus of control. In order to increase the efficacy of teachers in using technology tools in Algebra 1, specific professional development could be utilized to ensure teachers are successful with initial implementation. Resources that integrate Algebra 1 content on computers should be written into curriculum documents to allow teachers time to collaborate rather than find resources. Professional Learning Communities (PLC) should also be utilized to help teachers share mastery and vicarious experiences which may increase their efficacy towards utilizing technology for meaningful mathematics instruction. [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.]