As one-to-one technology integration with mobile computing technology (MCT) becomes increasingly popular, it is important to examine ways in which such integration can influence classroom instruction. This study explores a five-year period of MCT integration in a small suburban school district, using both survey and focus group interviews. The findings indicate a positive change in classroom instruction and greater alignment to 21st century learning, but gaps persist in the frequency and depth of technology use. Gaps relate to teacher beliefs about ways in which students make use of MCT. The results include suggestions for supporting enhanced technology use among teachers.