Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was supported by theories of constructivism, multiple intelligences, and problem-based learning. The guiding research questions sought to explore teachers' perspectives regarding integrating technology within the ELA curriculum. Qualitative data were collected via face-to-face interviews, field notes from classroom visits, and unobtrusive documents which included lesson plans and check-out logs for equipment from 8 participants. Open coding was used as themes emerged during the data analysis. A qualitative typological analysis was used to analyze individual cases, and a cross-case analysis clustered themes from participants' interview responses. Findings suggested teachers' limited use of technology resulted from inadequate access to equipment, inability to troubleshoot minor technology problems, and the absence of training in learning activities. The project included professional development training sessions focused on technology use as a teaching tool. Recommendations include initiating opportunities for teachers to demonstrate proficiency in embedding technology as a pivotal teaching strategy in all disciplines. By providing effective technology training and embedding technology in instruction, students may be better prepared to compete in the technological society of the 21st century and global workforce.