It was the purpose of this study to determine teacher perceptions of the effective implementation of interactive technologies in one Virginia middle school. The questions that guided this study were the following: What are the Virginia middle school teachers' perceptions of effective integration of interactive technologies? Specifically: What are teachers' perceptions about the impact of interactive technologies on their beliefs and attitudes about teaching and learning; What are teachers' perceptions about the impact of interactive technologies on classroom practices; What are teachers' perceptions about the impact of interactive technologies on student outcomes; and What are teachers' perceptions about the challenges and facilitators of effective interactive technology integration? Finally, what do Virginia middle school teachers perceive principals need to know and be able to do in order to facilitate interactive technology integration? Interviews with 12 middle school teachers implementing interactive technologies provided the data; teachers were encouraged to share their stories and provide specific examples of the impact of interactive technologies. Erickson's inductive analysis method was utilized to analyze the data. The most prevalent perceptions of teachers pertaining to implementing interactive technologies in the classroom centered on the themes of student engagement, self-directed learning, enhancing hands-on learning, and creating a collaborative environment. It was evident that these teachers had recognized a cultural shift in their students who are no longer predisposed to traditional classroom practices but now in need of a 21st century learning environment. Beyond the pedagogical principles imbedded within interactive technologies which engage students, participants stated that the use of interactive technologies made learning "fun" not only for their students but also for them. Allowing students the freedom to interact with the material, become confident of their abilities, and active creators of classroom content all contribute to empowering students toward self-actualization and developing as self-directed learners. In addressing what principals need to know and be able to do in order to facilitate interactive technology integration, teacher responses focused on providing appropriate training, appreciating the apprehension and stress of teachers, and becoming proficient "students of the technology" themselves. [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.]