Tenth grade students in a high school in the southern United States were not meeting minimum mathematics competencies. Educators, families, and students needed more information on ways to enhance mathematics understanding and performance. The purpose of this qualitative case study was to examine students' and teachers' perceptions regarding the combination of technology and traditional instruction implemented as a remediation tool for improving student performance in mathematics. Constructivist theory and learning styles theory informed the study. Research questions focused on teachers' perceptions and on students' perceptions regarding technology integration. Qualitative data from interviews with 11 teachers, from class journals and work artifacts of 35 10th graders, and from teachers' lesson plans and professional development records were analyzed. A combination of "a priori" and open coding was used to support interpretive analysis. Primary themes identified were (a) technology use in the classroom: teachers and students felt technology was an advantage, (b) technology use and student performance in the classroom: students' classroom and homework mathematics performance improved when technology was employed, and (c) technology use and anticipated student performance on the state test: students had more positive attitudes toward learning and practicing mathematics with technology tools. Primary recommendations are (a) more professional development support for teachers integrating activities with technology into lessons and (b) expansion of technology integration to all grade levels in the school and in the district. Positive social change implications include enhanced performance for mathematics students, leading to more successful high school completion and to greater confidence in life and work when using math skills. [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.]