Educators and the public often assume that digital technologies lay within the domain of newer teachers who may have grown up in a more digital world or have more practical experience using different mediums of technology, like social media and Web 2.0 applications. However veteran teachers have strong content and pedagogical knowledge at their disposal, knowledge that can prove essential for effective technology enhanced teaching practices. This case study, using the TPACK [technological pedagogical content knowledge] conceptual framework, examines the 1:1 pedagogical approach of a 32-year veteran middle school teacher. Her integration of technology into her pedagogical practices sheds light on how veteran middle school teachers operationalize their TPACK knowledge to create effective classroom practices with instructional technologies.