In a technology-driven society, computing devices are used more in education to make learning engaging, individualize learning, and enhance instruction. Educators are implementing computing devices and ICTs (Information and Communication Technologies) to access various learning programs and software. Using ICTs, students engage in project-based learning and use tools to further their understanding of content. Studies have found benefits to utilizing technology in the classroom and point to the importance of professional development for teachers to improve the chances of a successful implementation. In 2016, Hamilton Charter School (a pseudonym) in Northeast Florida started a computing technology adoption by implementing Chromebook computers into the teachers' daily instruction. This qualitative case study explores the experiences of 12 elementary educators from Hamilton Charter School and how they describe using computing devices in the classroom and the learning opportunities and support they received while using the devices. HCS uses digital learning programs in reading and math to create individualized learning paths for each student based on their diagnostic test scores to help them close academic gaps. The study finds that educators used their devices for differentiated learning during center rotations. The teachers did not describe any training on the Chromebook devices and experienced very few learning opportunities for the schools' digital programs. Drawing on prior research, I created a conceptual framework for the characteristics of quality professional development. Based on the framework, I found that the educators at HCS had not been provided with quality training from their school leadership for implementing computing devices. I also found that some teachers reported that the administrator's support for incorporating computing devices in the classroom satisfactory, while others did not. In the implications I discuss the findings from the study in regard to prior research and the conceptual framework I created. The implications also explore possibilities for inconsistencies amongst the data. The findings from the study will provide leadership at Hamilton Charter School with recommendations on how to begin effectively preparing their teachers for device implementation. [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.]