K-12 education research has become increasingly concerned with technology's impact on students' attention in the classroom, particularly with regard to laptop computers and other mobile devices (Gay & Hembrooke, 2004; Jackson, 2008; Mann, 2008; Kraushaar & Novak, 2010). While this classroom technology has created many positive implications for teaching and learning, few scholars have examined specific, practical approaches teachers use to avoid distraction. Through qualitative data analysis methods, this study examines the strategies used by teachers to avoid distraction in a high-tech learning environment. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]