A unified school district (USD) continues to invest millions of dollars into its technology integration initiatives with minimal academic gains. Since teachers are essential to effective technology integration, the purpose of this phenomenological study was to analyze the perceptions of 13 teachers within the USD relative to how they could more effectively utilize technology to support student learning. The guiding research question explored how teachers' perceptions impact their technology integration practices. Christensen's disruptive innovation theory, Fullan's change theory, and Cuban's emphasis on school reform served as the study's conceptual framework. Purposefully selected participants responded to open-ended questions via individual telephone and Skype interviews. Data analysis occurred through constant comparative coding and thematic building, while data accuracy was monitored through member checking and peer debriefing. Findings revealed that teachers perceived technology as a viable tool for improving student achievement. However, research participants listed limited access to resources, lack of technical support, unreliable Internet servers, and non-personalized professional development as significant barriers to effective technology integration. The study's findings led to the design and recommendation of a flipped professional development model with an emphasis on personalized technology-based training. Social change resulting from this study could include the restructuring of current technology-based professional development models used in the USD. Additionally, the findings may serve as a springboard for future research that explores how districts could best support teachers' use of technology to improve student achievement. [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.]