The purpose of this qualitative descriptive study is to examine how 3rd-8th grade teachers describe their use of educational technology for experiential learning in mathematics in the Southwestern United States. David Kolb et al. (2001) experiential learning theory guided the two research questions on the level of use and how teachers described the implementation of educational technology for experiential learning in mathematics. A convenience sample was used to get the 41 participants for the questionnaire and 10 participants for the semi-structured interview. Descriptive statistics and Braun and Clarke's six-step thematic analysis were used to analyze the data. Analysis found that teachers consistently used educational technology in their mathematics lessons monthly to multiple times per week. There were six themes in the data: (1) Educational technology used as a resource for concrete experiences and abstract conceptualization, (2) differentiation in active experimentation, (3) independent practice and review to transform understanding, (4) teacher feedback to transform knowledge, (5) student reflection and goal setting, (6) collaboration and collaborative reflection. Future research was suggested to examine why teachers choose to implement educational technology in certain parts of their lessons and not others. The findings can be used in the classroom by math teachers to further integrate technology in their math lessons and for professional development opportunities. [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.]