The purpose of this qualitative descriptive study was to explore how public middle school teachers describe their current strategies (RQ1), motivations (RQ2), and challenges (RQ3) when using computer technology (CT) in their instruction in California. In contrast to most prior studies into CT integration, this study followed a qualitative methodology, recruiting a sample of 28 active middle school teachers from five middle schools in central California, and collecting data through a voluntary, semi-structured, individual interview and voluntary online questionnaire. The data were analyzed following an inductive, four-step thematic process, with negative case analysis and deductive analysis (comparing the themes to the three foundational models of UTAUT, TPACK, and SAMR). The inductive analysis produced 13 themes answering the three research questions. The findings show that middle school teachers who assign CT for student use are choosing strategic times when CT offers the most value for student learning and engagement (RQ1), are more motivated to integrate CT when they believe such integration is beneficial, expected, and supported (RQ2), and face various types of challenges with CT integration based on their school site and personal needs (RQ3). Limitations to the findings in this study stem mainly from relying on convenience samples for both data sources. The findings in this study are useful for practicing middle school teachers who are seeking to integrate CT, school and district administrators who are providing support and training for CT integration, higher education instructors of preservice teachers who are modeling CT integration, and researchers in the area of CT integration in education. [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.]