This paper explores the link between principals' and teachers' beliefs regarding technology use in teaching and learning. Principals who have a clear vision for carrying out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment. Quantitative questionnaire is developed and implemented in this study to determine principals' and teachers' existing pedagogical beliefs regarding technology use. Participants included 67 principals and 82 Arabic language teachers across technology-equipped secondary schools in Jeddah, Saudi Arabia. The results present a strong alignment between principal and teacher beliefs, in that both indicate positive constructivist beliefs, including improvement of teachers' and students' research skills, the promotion of students learning both inside and outside school and the belief that learning technologies convert teacher-centred teaching approaches to student-centred teaching approaches. Additionally, the study shows that principals' beliefs were always stronger than teachers' beliefs.