This study was designed to examine the influence of age, self-confidence, personal use, and experience with technology on Saudi early childhood (EC) teachers' use of and attitudes about technology in their classrooms, particularly teachers' perspectives on barriers to and measures required to improve the use of technology in EC classrooms. Quantitative methodology and a survey yielded data analyzed with descriptive and inferential statistics. This study was conducted in the Riyadh region of Saudi Arabia with 304 EC teachers in 190 public and 114 private EC schools. Overall results indicate that Saudi EC teachers generally held positive attitudes about using technology in EC classrooms; moreover, findings show no statistically significant differences in teachers' attitudes about using technology in the classroom based on differences in teachers' age and technology experiences in the classroom. In addition, results indicate that teachers' confidence and use of technology outside the classroom have the potential to influence and change their attitudes about using technology. Results also indicate a need for greater availability and access to technology and the Internet in EC classrooms. Preservice training and on-going professional development are also necessary to increase teachers' comfort and confidence in using technology in EC classrooms. [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.]