The purpose of this study was to investigate building administrators knowledge, disposition, and performance competencies for technology integration for students with mild/moderate (M/M) disabilities. A total of 106 administrators participated in the study, completing a four-section questionnaire. One-way between-subjects designs were used, and the factors were professional and school characteristics, technology integrations, practice activities, and special-education experience. The dependent variables were the subjects assessment of their technology-integration knowledge, disposition, and performance competencies. SPSS 7.5 descriptive, parametric, and nonparametric modules were used to analyze the data. Results indicated that subjects agreed that the 10 knowledge, 10 disposition, and 10 performance competencies were essential for promoting technology integration for students with M/M disabilities. Results also suggested that school type and number of students with M/M disabilities affected the administrators knowledge and performance competencies. Additionally, subjects recommended that professional development, software, technology budget, collaboration, and community involvement are the major areas that need to be addressed if schools are to promote technology integration for students with M/M disabilities. (Author)