Despite the ready availability of many instructional-technology resources, many teachers in the researched Maryland school district are uncomfortable using technology to deliver content. This concurrent mixed methods case study examined the impact of Sharing Technology with Educators Program (STEP) on 269 K-12 teachers' technology use. The study involved analyzing quantitative archival survey data to inform the qualitative data gathered via interviews. Guided by Rogers' diffusion of innovations theory, research questions examined teachers' technology adoption, frequency of use, attitude toward technology, and responses to training. Descriptive statistics summarized the data from STEP participants' survey responses. Inductive analysis and open coding of 41 interviews elicited detailed information on the technology use of teachers. Results revealed 95.6% of teachers' frequency of use increased as much as 3 to 10 times. Additionally, all teachers reported receiving training on technology use, most reported that STEP increased their confidence and their usage, and several noted the positive impact on student engagement. Findings indicated a need for additional and targeted technology training for all teachers and staff in the district. Implications for positive social change include the identification of research-based factors essential for teacher technology integration, which in turn, will support students' college readiness and career preparation. [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.]