In this exploratory study, researchers compared characteristics and teaching practices of teachers, perceived by themselves to be exemplary technology-users, with characteristics and teaching practices of exemplary users described in the literature. Using a qualitative case-study design, the researchers examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using teachers. After gathering open-ended questionnaire, interview, and observation data, they analyzed the beliefs and practices that were common and distinct across teachers. Findings suggest that exemplary technology use, as perceived and practiced by teachers, did not readily match descriptions of best practice provided in the literature. Rather, exemplary use reflected teachers' personal beliefs about teaching and learning as well as their specific teaching contexts. In this study, technology best practices differed in relationship to the grade level at which teachers worked, the visions they embraced, and the very real constraints under which teachers attempted to implement their visions, in terms of both curricular expectations and available resources. (Contains 40 references.) (Author/SM)