Researchers have concluded that Web 2.0 technologies offered many educational benefits. However, many secondary teachers in a large northwestern school district were not using Web 2.0 tools in spite of its possibilities for teaching and learning. The purpose of this quantitative correlational research was to explore the relationships between the independent variables (perceived usefulness and perceived ease of use) and the dependent variables (attitude toward intentions to use and actual use) using the theoretical technology acceptance model (TAM). The primary research question examined the attitudes of secondary teachers toward the use of Web 2.0 technologies for teaching and learning. Age, gender, and experience were moderating variables. Using the TAM survey instrument, data were collected from 160 randomly selected teachers from secondary schools in the northwestern United States. Regression analysis revealed that the relationship between teachers' attitudes toward usefulness and perceived ease of use of Web 2.0 technologies is significant (r = 0.304, p < 0.05). The relationship between the behavioral intention to use and the actual use is statistically significant (r = 0.50, p < 0.001). The moderating variables of age, gender, and experience did not influence the actual usage of Web 2.0 technologies. The results brought teachers' actual perceptions of using Web 2.0 tools to the forefront, which could lead to improved learning environments. Social change is realized when the actual integration and usage of Web 2.0 tools in class curriculum become more widespread among the teachers. Consequently, these teachers will be able to provide flexible approaches to teaching and learning with educational technologies. These processes can improve problem solving, critical thinking skill building, and support positive social networking for students. [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.]