The purpose of this qualitative exploratory case study was to determine the pedagogical value of Wiki technology-enhanced instruction for middle grade students. The sample consisted of three Wiki projects representative of work from 6th, 7th, and 8th grade middle school students. The examination of the data collected from the three samples of Wiki technology projects focused on examining collaborative strategies--brainstorming, group discussion, knowledge base creating, and collaborative writing--to identify common themes. The data collection process included a selection criteria guide, a project analysis rubric, and the QSR NVivo 9 (DTDigital, 2011) qualitative analysis software. The selection criteria guide focused on the learning targets, engaging objectives, action plans, strategies for reaching learners, and evidence of self-evaluation opportunities for negotiating ideas for change. The project analysis rubric provided a format for developing descriptive narratives relevant to determining alignment with collaborative the collaborative strategies. The QSR NVivo 9 (DTDigital, 2011) provided a tool for analyzing the descriptive narratives for common themes. The findings of the case study indicate a need for future research to focus on themes connected to student learning needs, instructional design, change issues, professional development, and policies and procedures for technology integration. The pedagogical value of Wiki technology relies on many factors related to best practices for teaching and learning. Wiki project assignments using a hybrid or blended instructional approach to technology integration reflected stronger evidence of pedagogical value. [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.]