Classroom teachers in K-12 are expected to significantly integrate instructional technology into their teaching plans. Notwithstanding a need for technical know-how, what is the effect of one's beliefs and perceptions about the value of technology for improving and enhancing instruction on teacher's motivation and commitment to integrate these resources? This study sought information about the beliefs and perceptions of four, middle school language arts teachers regarding their previous experiences with an instructional technology program, including how it affected their instructional roles and their student's reading achievement. Teachers interviewed indicated that the technology afforded independence for student learning and the repetition needed by slower learners. The program should stay "external to in-class routines and activities" and that they could teach effectively without it, "if needed"; but students are "interested in technology". Girls appeared to be as comfortable as the boys with the technology and there was no evidence of gender bias in the graphics, icons and speech features. There was considerable variation in technology training among these teachers; and "having the time" for additional training was noted as a barrier to continual development and implementation of technology.