The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary teachers describe their lived experiences utilizing digital technologies during instruction? (2) What pedagogical practices do elementary teachers share are effective when incorporating digital technology into the classroom to engage their students? (3) How do elementary teachers describe their capacity to use digital technologies as a student engagement tool for mathematics instruction? Three streams of research, theory, and practice make up the conceptual framework that guided this investigation. The first stream, Technological Pedagogical and Content Knowledge (TPACK) focused on content knowledge, pedagogical knowledge, and technological knowledge. The second stream, Classroom-based pedagogies of student engagement, focused on a learner-centered paradigm, collaborative/cooperative learning, and problem/project-based learning. The third stream, digital technology, focused on digital academic content tools, digital productivity tools, and digital communication tools. The researcher conducted individual interviews and collected artifacts related to the study with six teachers who teach kindergarten and/or first grade students in mathematics in any public district located in Suffolk County New York. The researcher also kept a journal to bracket any bias. Three results emerged from this study. Result One: Utilizing digital technology during mathematics instruction has revolutionized how students engage in learning because it is interactive, colorful, fun, relatable, and creates independence in students. Result Two: Digital technology provides opportunities for students to become active participants during mathematics instruction and keeps them engaged because it provides a multi-sensory approach, differentiation of instruction, and scaffolding to reach all students at their levels. Result Three: Digital technology enhances teacher's teaching styles and they feel confident using it as a resource that facilitates student engagement during their mathematics instruction. The results of this study hold implications for elementary teachers who instruct mathematics and superintendents. Based on the results of this study it is recommended that elementary school teachers should be required to utilize digital technology to encourage student engagement during mathematics lessons, elementary school teachers should employ effective pedagogical practices while utilizing digital technology to encourage student engagement during mathematics lessons, and school districts need to create a structure that is utilized districtwide on how to implement and utilize technology for mathematics instruction. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]