The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this online instructional method. Participant perceptions were also examined across variables such as gender, age, level of technology expertise, level of pedagogical expertise, and teaching status. The study also examined the ways in which the experience of learning through an online PBL model affect teachers' planning of technology integration. A qualitative content analysis was conducted in order to assess whether the online PBL method helped teachers plan activities that utilized real world scenarios, multiple disciplines, and technology as a partner in the learning process. Through analysis of study data, themes emerged that revealed the positive, negative, and challenges of this approach. Several positive themes were identified: the need for integration, the PBL process, professional growth, peer interaction, and leadership. Group dynamics and communication technologies were mentioned as negative aspects of the online (PBL) model. Additionally, participants indicated that the following issues represent challenges of learning technology integration through online PBL: group dynamics, scheduling and time issues, use of multiple disciplines, and pushing the boundaries of student learning. Upon completion of the qualitative content analysis, all online PBL groups experienced significant growth from one level to another, with all groups making progress in the area of multiple disciplines. Examination of participant attributes reflected positive attitudes towards the use on online PBL for learning technology integration and planning. (Contains 15 tables and 4 figures.) [PH.D. Dissertation, Capella University.]