The problem in this study is that the teachers do not implement various technologies as instructional tools. The purpose of this qualitative exploratory case study was to examine the perceptions of teachers implementing technology in middle school science classes. The overarching research question was, "How do middle school science teachers perceive their use of implementing technology in middle school science?" The findings from this study can contribute to other research on teacher education programs and their preparation of new teachers' technology use entering the classroom. Education leaders need to learn more about the use of technology and how it is implemented in middle school science. This research can lead to other methods and designs for future studies on implementing technology in middle school science. This study population consisted of 15 middle school science teachers. All participants were interviewed individually, five participants were interviewed in a focus group, and a questionnaire was completed to collect data for this study. Data were analyzed by reviewing patterns in participant responses, which were then categorized in the data collection results. The results indicated that teachers believe implementing technology streamlines instruction, technology is significant when specifically planned for instruction, and technology actively promotes student engagement. [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.]