Algebra has been called the gatekeeper to higher level mathematics, college success, and higher wages, but many community college students struggle to pass college-level mathematics courses. The National Educational Technology Plan for higher education (U.S. Department of Education 2017b) calls for the integration of technology, such as real-time formative assessments, to support student learning. Community college faculty, however, struggle to implement technology to support student learning. The purpose of this ethnographic study is to describe barriers to technology implementation from the perspectives of mathematics community college instructors. A rural community college in the southeastern United States had a goal of increasing student success rates in developmental and college algebra courses by engaging in professional development to incorporate classroom connectivity technology, the Texas Instruments Navigator system coupled with the Nspire calculator, within their algebra sequence. Over the course of 3 years, mathematics faculty participated in 27 professional development days, provided input for lesson creation and revision, and had ongoing classroom support. Faculty interviews were conducted postintervention and analyzed using a grounded theory approach (Charmaz 2006). Barriers to the implementation of classroom connectivity technology at the instructor level included faculty beliefs about mathematics teaching and learning and about students' abilities. Other findings included lack of time for planning, inadequate technical support, lack of agency related to the college's quality enhancement plan, and the perception of misalignment between the activities and the state-mandated curriculum. Implications for supporting technology implementation in higher education will be discussed.