Increases in instructional technology investments in recent years have been discrepant with anticipated gains in math proficiency levels. Past researchers have attempted to explain the relationship between available educational technology and teacher-perceived benefits of technology-assisted instruction as a predictor of effective integration strategies. The focus of the research study was the relationship between teachers' perceptions of instructional technology and student math proficiency levels. The only common variable associated with students identified in the study was sixth- through eighth-grade math proficiency scores using the results from Arizona's Instrument to Measure Standards and Terra Nova standardized assessments. The two outcomes examined were teachers' instructional technology perceptions and sixth- through eighth-grade standardized math proficiency scores. Once controls were set for spurious variables, the results of the study did not provide evidence of a relationship between teachers' perceptions of instructional technology benefits and math proficiency levels. The findings further indicated that teachers were apprehensive when using technology to facilitate mathematics instruction, after reporting positive attitudes about the benefits of classroom computers. A transformation model was developed to assist educational leaders in implementing effective instructional technology integration support plans. [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.]