Although technology is common in our society, it has not universally become an expected practice in our schools. The problem that was addressed by the qualitative, case study design is that teachers and administrators do not share an understanding of educational technology leadership. School leaders that do not understand the needs of classroom teachers will create less effective professional development opportunities. The lack of effective professional development is magnified in rural school districts. The perceptions of technology leadership were explored by analyzing the responses of focus groups interviews using constant comparison analysis. There were two classroom teacher focus groups that consisted of 10 participants. There was one school principal group that consisted of three participants. All participants were from the School District of Black River Falls, a rural school district in Western Wisconsin. Participants came from the elementary, middle, and high school level. Technology leadership was defined using the 2009 NETS-A standards. There were five themes that emerged during the classroom teacher focus groups: "ineffective communication deters technology integration," "lack of access impedes usage," "technology takes time to learn how to use," "learning opportunities are needed for teachers," and "partnerships can be beneficial to improve technology use." The themes from the school principal group were: "technology presents new challenges to schools," "partnerships can be beneficial to improve technology use," and "principals can facilitate use." The theme of "partnerships can be beneficial to improve technology use" was a theme for both job types. Future research topics were identified. They were: (a) change geographic designation of study; (b) replicate study after implementation of recommendations; (c) use updated NETS-A standards; (d) expand study to include perceptions regarding impact on technology usage. School principals and classroom teachers had the opportunity to share their perceptions of educational technology leadership in terms of the NETS-A 2009 standards. The study provided an opportunity to improve their working environment. There are five recommendations for the School District of Black River Falls: (a) create a shared vision; (b) define communication structure; (c) review technology support; (d) improve professional learning communities; (e) establish partnerships. [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.]