This study explored and analyzed a purposeful sample size of five teachers from four districts on the perceptions of teachers in first and second grade regarding their participation in whether or not professional development provided through Enhancing Education Through Technology (EETT) grant activities influenced their implementation of technology-enhance Problem-Based Learning (PBL) in the elementary classroom. The study outcome confirmed that staff development activities resulted in a change of instruction from a teacher-centered method of instruction to a teacher-facilitated method of instruction. The researcher discovered that the rate of change or amount of change per participant depended among their disposition. The researcher concluded that the elementary teachers changed their methods of instruction due to staff development, and their disposition affected the extent of their change. This study provided school districts with insight to teacher perceptions of what they need to effectively implement technology-enhanced PBL into their 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.]