Instructional technology use in United States preschool classrooms remains a limited and widely debated practice. In urban communities, preparing preschool students for academic, social, and economic success is further threatened by the well-documented digital divide. This qualitative phenomenological study included ten subjects and examined the following research questions: (1) What are teachers' perceptions toward integrating technology in urban preschool programs? (2) What practices do teachers use to integrate technology into urban preschool programs? (3) How do preschool teachers describe effective technology integration in urban classrooms? Five themes emerged from individual interviews, a focus group, and a document review: (a) benefits to preschool learning experiences (b) concerns and challenges with integration (c) influences impacting teacher's practices (d) developmentally appropriate practices with technology (e) indicators of effective integration. Findings from this study call for developing comprehensive models and standards to support implementing meaningful and intentional instructional technology practices in early childhood settings. [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.]