Public school principals must meet many challenges and make decisions concerning financial obligations while providing the best learning environment for students. A major challenge to principals is implementing technological components successfully while providing teachers the 21st century instructional skills needed to enhance students' utilization of technology. For this study, technology consisted of areas related to infrastructure (facilities, hardware, software, funding), social issues (staffing, staff development, principals' motivation, teacher and student perceptions), and policy affecting how principals implement technology in elementary, middle, and high school environments. These areas of technology are greatly impacted through the administrative decision making process. School systems across the United States spend millions of dollars on technology (Monk, Pijanowski, & Hussain, 1997). Research shows there is little assistance to principals on how to implement and maintain this technology. Four research questions will be answered: (1) What technology support do West Virginia principals provide to teachers? (2) Who do West Virginia principals rely on to provide technology support when unable to do so themselves? (3) What facilitates principals' implementation of technology in West Virginia public schools? (4) What impedes principals' implementation of technology in West Virginia public schools? This quantitative study measured perceptions of principals implementing technology in West Virginia public schools. Six hundred and thirty-five emails delivered through Survey Monkey returned an overall response rate of 38.4% from the three groups of principals, elementary, middle, and high school. Representation from all fifty-five West Virginia counties existed for this study. A brief history of technology beginning in the early 1980s included in chapter two demonstrates West Virginia's successful implementation of technology into public schools. This background builds the context of technology use for principals attempting to establish 21st century skills in West Virginia public schools through the implementation process of technology. A brief history of national technology trends in chapter two also suggests that the obstacles for West Virginia principals exist across the country. Approximately 76% of West Virginia principals responding to this study had less than fifteen years experience as a principal. Over 95% had been involved in some type of technology training. The data support the importance of a strong technological principal to enhance the implementation process of technology in West Virginia public schools. Lack of technical support to maintain existing technology in public schools is one of the biggest obstacles for West Virginia principals according to this study. The Technology Integration Specialist (TIS) plays a very positive role in successfully implementing technology; however, only 20.8% of the principals responding have access to a TIS. Over 79% of the principals agreed that lack of technical support is an obstacle. According to West Virginia principals, obstacles exist that impede the technology implementation process. The research also provides several areas that facilitate the implementation process of technology and recommendations that may provide support to West Virginia public school principals. [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.]