This qualitative phenomenological study was designed to gain an in-depth understanding of the perceptions of secondary public-school teachers of the impact that one-to-one technology programs have on student acquisition of 21st-century skills. 20 certified public school teachers were targeted using a purposeful sampling method, in 4 public school districts, in 1 Midwestern state. The central research question was: Do teachers believe one-to-one technology programs have advanced student acquisition of 21st-century skills including students' ability to communicate, collaborate, be creative, and critically think? Data collected through participant interviews showed that most teachers believe one-to-one technology programs are helping students to acquire 21st-century skills. The findings from this study may have broad implications for district-level leaders, building-level leaders, and teachers. Implications include policy review and monitoring, building-level administrator support for teachers, and teachers striking a balance in offering 21st-century learning experiences for students online as well as face-to-face. [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.]