It is not known how school leaders describe their own technology leadership competencies at the upper elementary and middle school levels. The purpose of this qualitative descriptive study is to describe what technology leadership competencies are present in assistant principals and principals of grades 4-8 in the state of Pennsylvania. This study was guided by three research questions: (1) How do upper elementary and middle school level school leaders describe the technical skill aspect of their technology leadership competency; (2) How do upper elementary and middle school level school leaders describe the human skill aspect of their technology leadership competency; and (3) How do upper elementary and middle school level school leaders describe the conceptual skill aspect of their technology leadership competency? Using a qualitative descriptive study design, the researcher obtained data from interviews and a qualitative questionnaire with 15 participants. Data analysis produced six themes: (a) educational technology use in a pandemic, (b) empowering students through technology, (c) empowering teachers to use technology, (d) educational technology, (e) leader as technology learner, and (f) technology leader as visionary planner. The findings and conclusions from this study demonstrate that the school leaders initiate their own technology learning and provide technology learning opportunities for their teachers, but they lack specificity in their technology planning. [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.]