The purpose of this multiple case study analysis was to examine teachers' experiences and perceptions in order to understand what actions and interactions supported or inhibited technology integration during a one-to-one laptop initiative. This research sought to gain teachers' perspectives on the challenges and successes they faced as classroom management and pedagogical practices changed with the infusion of ubiquitous computing in their classroom. A constructivist theoretical framework was used to frame the study as the researcher viewed the implementation of the one-to-one initiative through the lens of three teachers who had to adapt pedagogical practices in order to meet the instructional needs of students with one-to-one access to laptop technology. Four research questions guided the work throughout the research process and examined what actions and interactions promoted teacher receptivity to the one-to-one laptop technology initiative and teacher perceptions' of classroom practices that were most conducive or hindered students' use of one-to-one technology in the classroom. Findings indicate that emergent themes that support teacher and student technology integration are Leadership, Planning, and Technical Support; Exploration and Creativity; Collaborative Learning Environments. Emergent themes that hinder teacher and student technology integration are Lack of Access to Technology and Inconsistent Use of Technology. [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.]