This study investigated the perspectives of teachers in an early childhood center concerning their thoughts and feelings about the implementation of a school wide assistive technology (AT) program designed to enhance emergent literacy skills for children identified as being at-risk or having special needs. Qualitative methodology was used to gain perspectives of all participants. Semi-structured interviews, observations in the classroom, and a self-assessment of AT knowledge and practice were used to collect data. Data were analyzed using a multiple coding approach resulting in identification of four major themes: (a) perceptions of technology, (b) perceived challenges to implementing technology, (c) perceptions of AT and literacy and (d) self-reported AT use. Discussion and recommendations focus on best practices of implementing school wide AT in early childhood settings. (Contains 3 tables.)