This case study examined the pedagogies and perceptions of kindergarten teachers who integrate technology in their practice. While there has been a significant increase in technology integration in K-12 schools, the U.S. Department of Education has reported that the use of technology in the classroom tends to be meaningless and low level. For that reason, more attention should be focused on how teachers are using technology for teaching as it influences students' learning and achievement. It is imperative to investigate technology integration in the early years because kindergarten serves as the entry point to the K-12 educational system and, according to research, young children are most vulnerable to the effects of technology. The focus of this study was teaching practices of kindergarten teachers at a high-achieving and technology-rich elementary school in an urban setting. A mixed methods approach included surveys, interviews, and observations to triangulate the data and provide insight into teachers' pedagogies and perceptions as they relate to how the teachers integrate technology in their classrooms. Analysis of the data revealed that technology was fully integrated into the classrooms when it is used a resourceful tool for learning in multiple subjects and not used as a subject on its own. Teachers' confidence in their technological pedagogy and positive beliefs towards technology's impact also played a significant role in the classroom's successful technology integration. The findings of this study can provide a better understanding of the pedagogies that guide technology integration and the beliefs held by kindergarten teachers regarding technology's impact on teaching and learning. [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.]