The purpose of this study was to examine the impact of technology expenditures on the academic achievement of elementary school students. More specifically, this study was concerned with the effects of technology expenditures (High, Medium, and Low) with regard to hardware, software, Wi-Fi accessibility, and insurance on the State of Texas Assessments of Academic Readiness (STAAR) scores in math, reading, and writing. An Ex-Post Facto (Causal Comparative) design was applied in the present investigation. A sample population of sixty (60) school districts located in the southern regions of the United States was selected to participate in the study. The data for this study were collected from the Texas Higher Education Coordinating Board accountability interactive system website. Furthermore, the One-Way Multivariate Analysis of Variance was used to analyze the data. The four null hypotheses were tested at the .05 level of significance or better. Several conclusions were identified in this present study. In general, technology expenditures had no influence on the academic achievement of elementary school students. However, even though significant multivariate differences were not found among the elementary students' STAAR achievement scores of math, reading, and writing across the school districts' levels of hardware expenditures, a univariate difference was found with regard to mathematics achievement. Specifically, elementary students whose school districts had a high level of hardware expenditures performed significantly better in mathematics than those students whose school districts had a low level of hardware expenditures. [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.]