Inequity in public education has remained constant throughout history with disadvantaged students being left behind. The obstacles faced by minority students often cause them to lag behind their White counterparts in a persistent decline that leads to lower academic achievement. The problem addressed in this study was lower academic achievement in e-learning for low socio-economic middle school students due to a lack of access to technology. The purpose of this qualitative intrinsic study was to address teachers' perceptions of the achievement gap that results from low socio-economic households not having access to technology. The theoretical framework for the qualitative intrinsic case study was grounded in the constructivist view of teaching and learning. Five teachers were recruited from the target population of 35 to participate in the study. Data were collected through the use of a Google form questionnaire and a focus group interview. The key findings of this study reflect that technology was not used well before the pandemic and that students have difficulty accessing e-learning for a variety of reasons. Some of the barriers to being unable to successfully access e-learning relate to an inability to access technology, an inability to access the internet, no engagement from the student or parents, and lacking the necessary digital literacy skills to successfully access programs for learning. While this sample size of five educators was sufficient for this study, future research would benefit from having more educators from other Title I middle schools to see if the findings hold true. Additionally, including school administrators may also provide a different perspective on how to close the achievement gap in low SES middle school students. [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.]