Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders' concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.