This study was a longitudinal correlational study that applied the quantitative methodology of bi-variate correlation as well as a paired-samples "t"-test to the data. The purpose was to study the nature of the relationship between iPad efficacy, 21st century teaching, teacher efficacy, and teacher characteristics. The study also examined the change in iPad efficacy, change in 21st century teaching, and change in teacher efficacy over two administrations of the survey instrument. The study consisted of teachers from elementary schools in a suburban area of the mid-Atlantic region of the United States. A modified version of the Technology Integration Scale was used to collect data on iPad efficacy, the 21st Century Teaching and Learning Survey was used, the Teachers' Sense of Efficacy Scale was used, and teacher demographic information was surveyed. Data were collected at two points in time: beginning of the spring semester and end of the school year. Survey data was downloaded into SPSS statistical package for analysis. Pearson's bi-variate correlations were used to analyze relationships between designated variables. A paired samples "t"-test was used to analyze if there was a statistical difference between two administrations in designated variables. The results indicated significant relationships between iPad efficacy and 21st century teaching, iPad efficacy and number of years of teaching experience, 21st century teaching and grade level taught, and statistically significant changes in iPad efficacy and 21st century teaching. Based on the results of study, recommendations for future research were presented suggesting additional examination of iPad integration in the classroom in K-12 settings. [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.]