Many researchers believe that computers have the ability to help improve the reading skills of students. In an effort to improve the poor reading scores of students on state tests, as well as improve students' overall academic performance, computers and other technologies have been installed in Frozen Bay School classrooms. As the success of these technologies depends largely on teachers' decisions how they will be utilized in the classroom, the problem addressed in this study was that teachers' beliefs and decisions on how computer technology should be utilized in the classroom as well as the challenges they encounter when integrating it into teaching reading were unidentified. The purpose of this qualitative, single site holistic case study was to examine rural Alaska teachers' beliefs and utilization of computer and related technology in teaching reading skills as well as identify the challenges they face when integrating them into teaching. The seven participants of this study were Frozen Bay School teachers who taught reading and were certified through the Alaska Department of Education and Early Development. Answers to the research questions were obtained by triangulating data gathered from classroom observations, one-on-one interviews, and a focus group discussion. The findings revealed that the participants' perceptions about technology and teaching, their initial experiences with technology, and the obstacles they encountered during technology integration contributed to their decision on how technology would be utilized in reading instruction. The findings also showed that external barriers had an impact on internal barriers, which were also predictive of teachers' utilization of technology, confirming the views of some researchers regarding teachers' choice to limit technology integration. It was recommended that administrators support teachers by providing adequate and appropriate technology supplies, facilities, and trainings and addressing issues that hinder technology integration. Recommendations for future research included (a) a comparison of technology integration practices of reading teachers in remote rural Alaska schools, (b) the identification of technology-based reading instruction model suitable to small rural Alaska schools, (c) the assessment of quality of professional development provided to teachers, and (d) an examination of the effects of professional development on teachers' technology implementation. [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.]