This dissertation aimed to investigate the impact of technology use in preschool classrooms on student motor skill development. The study involved analyzing the pass/fail Desired Results Developmental Profile (DRDP) scores of students and whether their preschool classroom used technology or not. A chi-square test was performed on two variables for 3 school years (2018-2019, 2019-2020, and 2020-2021). The results of the study showed that there were different outcomes for each school year. In 2019, the null hypothesis was rejected due to weak negative statistical significance. In 2020, the null hypothesis was supported as there was no significant difference. However, in 2021, the null hypothesis was once again rejected as there was a strong negative statistical significance. The study was analyzed through the lens of Bronfenbrenner's ecological systems theory to help understand the complex relationships between technology use and student motor skill development. Overall, the findings suggest that technology used in preschool classrooms may have a negative impact on student motor skill development. [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.]