The purpose of the study was to examine the impact of the E-Rate program on students, teachers, administrators, and the technology environment of a public school district in the Texas Gulf Coast Region. The study was conducted through a mixed methods design, utilizing both quantitative and qualitative data collection; the research design was a descriptive correlational study. Quantitative data was obtained from 275 existing School Technology and Readiness (STaR) Chart surveys submitted for the 2010-2011 school year. Qualitative data was collected from a purposeful sample of seven classroom teachers and seven school administrators; the purposeful sample underwent face-to-face qualitative interviews. Four quantitative research questions were used to guide the organization of this study. Research question one correlational analysis showed that there is a strong relationship between teachers' perception in teaching and learning and administrator's perception in teaching and learning. Research question two correlational analysis indicated that there is a strong relationship between teachers' perception in educator preparation and development and administrator's perception in educator preparation and development. Research question three correlational analysis revealed that there is a strong relationship between teachers' perception in leadership, administration & instructional support and administrator's perception in leadership, administration & instructional support. Last, research question four correlational analysis found that there is a strong relationship between teachers' perception in infrastructure for technology and administrator's perception in infrastructure for technology. A group of four interview questions provided the qualitative findings for research question five. Interviews with seven teachers and seven school administrators showed that there were no significant differences between teachers' and administrators' perceptions in the areas of "Teaching and Learning," "Educator Preparation and Professional Development," "Leadership, Administration and Instructional Support," and "Infrastructure for Technology." Three major themes emerged from the interviews and they were: technologies that are working well, what is not working well in technology, and the nature of technology instruction. [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.]