The purpose of this quantitative study was to examine whether perceived usefulness and perceived ease of use of technology influence the integration of technology in rural south Texas teachers' classrooms. To investigate possible relationships, the researcher collected data through an online survey tool. The sample size for the study was 115 respondents from 44 rural high schools across 19 counties in south Texas. The theoretical foundation for the study was based on the Technology Acceptance Model. One research question was used to guide this study, RQ: Is there a difference in perceived usefulness of technology based on the frequency of technology integration when controlling for technology ease of use, professional development opportunities, and hours spent on professional development? The study supports the research which states that rural teachers face unique challenges when using technology and that more specific and continued training is needed for teacher technology usage in rural schools. [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.]