This dissertation details a qualitative case study regarding building-based leadership in schools with established 1:1 technology programs of 3 or more years in length. The researcher reviewed relevant literature. For the study, the researcher administered a screening survey to teachers in Southwestern Pennsylvania to identify 1:1 programs meeting criteria. The screening survey also attempted to identify the types of technology usage occurring in schools and align the usage to levels of the SAMR model developed by Puentedura (2006). The researcher conducted an audiovisual analysis of teacher-provided artifacts at three schools to verify the results of the survey, and a peer reviewed the artifacts to provide additional reliability to the assignment of SAMR levels. The researcher administered the "Multifactor Leadership Questionnaire" ("MLQ") and conducted semi-structured interviews to identify the "pillars of change" demonstrated by the building-based leader in each of the three studied schools (Schwahn & Spady, 2010, p. 53). Of the three studied schools, only one school provided audiovisual artifacts that reached the highest levels of the SAMR model. Additionally, building-based leaders within studied buildings scored highest in cultural leadership and lowest in visionary leadership, measured against the MLQ. The researcher recommended further areas of study, particularly in schools that established their 1:1 program during the COVID-19 pandemic. [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.]