The purpose of this qualitative descriptive case study was to explore and describe middle school teachers' perspectives on their level of expertise and confidence in using available educational technology for daily instruction associated with how they perceived their students to engage in a lesson that integrated educational technology. The problem was that teachers in middle school were not adequately integrating technology into daily instruction resulting in perceived student disengagement. Twenty-two teachers at a middle school in the western region of the U.S. were the study's population. Six teachers participated in the study. Each participant engaged in one semi-structured interview session and one lesson observation focused on technology integration in their classrooms. Research findings demonstrated six significant themes: (a) daily integration of educational technology improved digital expertise, (b) technology integration provided convenient access to the curriculum and learning, (c) educational technology improved overall perceived student engagement, (d) perceived student engagement without technology, (e) teachers' differential attitudes toward technology integration, and (f) technology integration professional development should target specific content area applications. Themes included sub-themes. Findings and recommendations accentuated in this study targeted improving teacher confidence and willingness to integrate educational technology while helping scholars, practitioners, and leaders, including policymakers, gain vital insights into improving teacher preparedness to integrate multiple educational technology tools and resources, especially if improved student engagement was the desired outcome. [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.]