In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology integration tends to revolve only around pedagogical and technical skill factors influencing integration, thereby ignoring the institutional realities that teachers face when integrating technology. This study seeks to simultaneously broaden and ground discussions about institutionally-situated technology integration by determining how teacher beliefs and values are situated within larger considerations influencing technology integration in K-12 institutions, thereby identifying potential tensions and needed areas of emphasis when training teachers. Employing a survey methodology, this study asks a group of preservice and inservice teachers (n = 153) about the importance of diverse institutional considerations for their own adoption of technologies. Results indicate that teacher beliefs are driven more by concrete consideration of their classrooms and daily practice than by factors disassociated from themselves either in the institution or the larger culture. Teachers want to integrate technology that has clear proof that it will improve what they are already doing and that can be integrated with relative ease, and these beliefs and values are not generally influenced by differences in teaching experience between novice and veteran teachers.