The purpose of the authors in this review is to examine how teacher-related, context-related, and project-related conditions interact in successful cases of technology integration projects in social studies classrooms. A close examination of different dimensions of these conditions in the implementation of 33 successful cases of technology-assisted projects showed the importance of strong pedagogy-technology alignment. This is in line with the emphasis given to the centrality of technological pedagogical content knowledge by the practitioner in the technological pedagogical content knowledge framework. Other conditions found to be important for the success of the projects were focus and clarity of targeted learning outcomes and the supportive role of teacher educators when collaborating with teachers in designing and implementing the projects. The implication of these findings for school research and practice and teacher education is discussed. (Contains 1 figure.)