In the past several decades the global village has witnessed a rapid decline in the number of indigenous languages. This study was a narrative inquiry within a qualitative methodology. Two research questions were used to analyze the narratives of Choctaw Nation Head Start teachers concerning technology usage for increasing, and revitalizing the Choctaw language, and supporting cultural competency. Nine teachers participated in this study and shared their narratives through interviews, observations, and a reflexive workshop with photolanguage as prompts for discussion. Coding and data analysis identified several themes and subthemes relative to technology and cultural competency. Findings from the narrative inquiry revealed teachers described technology as supportive yet challenging to revitalize their heritage language and culture. In addition, findings revealed the need for further study into technology programs created by and for indigenous communities to reflect community perspectives, and indigenous identities. [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.]