The purpose of this study was to compare high school Math, Science, Social Studies, English, and Foreign Language teachers' implementation of teaching practices in terms of their pedagogical dimensions in a one-to-one computing environment. A survey was developed to measure high school teachers' implementation of teaching practices associated with Collaborative Learning, Constructivist Learning, Project-Based Learning, and Differentiated Instruction in a one-to-one computing environment. Of the 209 teacher participants, 170 high school teachers were chosen for the purposeful sample. The results of the one-way between-group analysis of variance showed that there was a statistically significant difference in terms of high school Math, Science, Social Studies, English, and Foreign Language teachers and their pedagogical practices while implementing one-to-one computing technology. The findings in this study indicated different pedagogical classroom practices in a one-to-one computing environment among the high school disciplines. This study revealed how teachers use specific technological resources and strategies to teach their content. (Contains 13 tables.)