Technology rich learning environments provide the potential for engaging, relevant, and personalized curricula that prepare students for 21st century careers. However, a lack of strategic planning by educators results in available technology not being used to its fullest potential. Several educational organizations have published guidelines for educational technology planning. These approaches can provide guidance to Lutheran PK-12 schools with modifications to account for the differences in the organizational and funding structures of Lutheran schools. The purpose of this dissertation was to identify the challenges Lutheran PK-12 schools face and successful strategies they have used when strategically planning new technology initiatives. A Delphi study was used to solicit the perceptions of 22 administrators and educational technology coordinators from Lutheran schools. Panelists were selected through criterion and snowball sampling methods, and the National Educational Technology Standards for Administrators provided the criteria for determining their level expertise. The first phase of the study was qualitative in nature and asked the panel to identify challenges to implementing the approaches found in current literature and to suggest strategies to overcome the challenges. The second and third phases required participants to rate the magnitude and resolvability each challenge, as well as the feasibility and anticipated impact of each proposed solution using an ordinal Likert scale. Ordinal date were analyzed using descriptive statistics to highlight the greatest perceived challenges, most feasible strategies with the greatest impact, and areas of consensus. The participants found that a lack of time, an insufficient amount of staff, reactivity rather than proactivity, decreased enrollment, and the growing cost of salaries and benefits were significant strategic planning challenges. Participants also believed that a vision for technology use, a culture of lifelong learning enhanced by technology, leadership for professional development, showcasing successful technology integration to the community, an adequate budget, and a regular replacement schedule were strategies Lutheran schools can use to develop 21st century learning environments. The findings of this study are supported by Ely's conditions of change theory and Roger's diffusion of innovations theory. [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.]