The purpose of this quantitative study was to investigate teacher perception of technology integration in STEM and non-STEM classrooms of high school teachers of gifted and talented students and the relationship of those perceptions to actual technology use in their classrooms. This study measured teacher perception of technology integration utilizing a survey designed by combining two standardized survey tools. Data was collected through a web-based, anonymous survey. Descriptive as well as inferential statistics were analyzed. The study examined four research questions that focused on identifying the difference, if any, between STEM and non-STEM teachers in regards to their perceptions of technology for use in their classroom and if there was a relationship between the subject a teacher is teaching and the teacher's perception of the value of technology as an instructional tool. The study also investigated years of teaching experience and teacher perception of technology integration as well as the effect of teacher perceptions of technology integration on teacher's actual use of technology. Data analysis concluded teacher perceptions of technology for use in their classrooms was not significantly different based on the subject taught. There was not a statistically significant relationship between teachers' experience and their perception of the value of technology as an instructional tool, and teacher perceptions of technology integration did not predict their actual use of technology in the classroom. The results of this study contribute to the field of gifted and talented as well as STEM pedagogy. [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.]