The primary objective of this descriptive research study was to analyze the various factors that influence secondary mathematics teachers in their decision whether or not to embrace a certain technology in their classrooms. Also under study were the personal attributes of secondary mathematics teachers and their relationship to the frequency and type of technology usage in their classrooms. In doing so, it was necessary to attempt to gauge the frequency and manner in which technology was being used in secondary mathematics classrooms as well as the preparation and perceived level of skill of the participants in the study. As an instrument to gather this data, the Mathematics Teacher Technology Usage Survey (MT-TUS) was disseminated to approximately 1100 middle school and high school mathematics teachers in the State of New York, and 105 teachers completed the survey. Analysis of the data revealed that the majority of the teachers in the sample population use technology to support and deliver instruction, and the primary finding of the study was that secondary mathematics teachers perceived that they have reached a higher level of technology integration than they have in reality. The researcher also found that the primary barriers to technology integration in secondary mathematics classrooms were a lack of time and training to implement a higher degree of technology integration, as well as a lack of access to technology within the schools. [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.]