As the digital age broadens opportunities for technology use in the classroom, educators must consider how to use technology to create rich and varied learning opportunities for English learners (ELs). This study examined four middle school teachers' perceptions and uses of multimodal technology with ELs in content-area learning. Findings indicate that technology may often be used for substitution and enhancement purposes rather than meaningful and generative learning experiences. Teachers' perceived barriers to using technology may also inhibit their purposeful integration of technology with ELs. Through practical and frequent professional development opportunities related to technology beginning at the preservice level, educators may begin to change their beliefs about technology and move toward cultivating equitable learning opportunities for ELs.