The research objective of this study is to examine junior/high school ELA teachers' perceptions of and integration of new media into instruction. Sixty-two junior/high school ELA teachers in a southern California county responded to a five-point Likert-type attitudinal scale and provided written responses to open-ended questions about their perceptions regarding integration of new media into instruction. Findings from the study indicate that the participants perceive that they have access to limited basic technologies and that their schools do not provide much support to integrate new media into instruction. Furthermore, while the ELA teachers perceive new media as crucially important to students' learning and social lives outside the school, they minimally integrate new media into instruction for several reasons. The findings suggest that building infrastructure in new media to enhance ELA teachers' instructional practices requires coordinated and concerted efforts from school districts, and state/federal government.