An increased number of students graduating from high school lack college and career readiness skills to earn credit in entry-level college courses or begin a career in an entry-level position. Many schools across America have prepared to address students' college and career readiness with the adoption of Common Core State Standards. Twenty-five teachers and 92 students participated in this dissertation study conducted at a high school (grades 10-12) in the southern United States. The purpose of this study was to describe and explain teachers' and students' perspectives toward the integration of technology that enhances multiliteracies in the classroom. An explanatory sequential mixed methods approach was used to guide this study. Data were collected from surveys to describe teachers' and students' beliefs, perceived barriers, and technology skill levels associated with multiliteracies enhanced by technology in the classroom. Descriptive statistics and independent t-tests were used for analysis of the quantitative data. Open thematic coding and axial coding were used for analysis of the qualitative data. Teachers' and students' interviews and classroom observations were used to further explain, clarify, and enhance the data collected from the surveys. Data results indicated that teachers and students strongly support the integration of technology in the classroom. Teachers and students indicated a statistically significant difference in technology skills associated with social literacy and multimedia. Teachers perceived time as the most significant barrier to integrating technology into the classroom; students viewed the school filter as the most significant barrier. Teachers viewed the role of technology as a tool to support students' cognitive development, to obtain and maintain students' attention, to facilitate administrative tasks, and to facilitate and promote students' college and career readiness. Students viewed the role of technology as a tool to gather information from the Internet and to enhance students' cognitive learning processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]