The integration of educational technology in elementary classrooms has the potential to enhance teaching and learning experiences, provide targeted instruction, and support higher order thinking and differentiation. However, teachers' perceptions and beliefs about technology play a crucial role in determining its successful adoption and implementation. As such, educational technology remains underutilized in elementary classrooms, limiting its ability to effectively address the diverse learning needs in today's classrooms. This mixed-methods case study explored elementary teachers' perceptions of educational technology and its use in taught curricula, with a particular focus on the role of teacher creativity. This study was conducted at two elementary schools operating within the same charter network. The Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework served as the theoretical foundations that guided the research. Data was collected through mixed-methods and quantitative surveys, semi-structured interviews, and archival lesson plan analysis. Analysis revealed that a variety of factors impacted teachers' perceptions of technology use in elementary curricula. These included pedagogical practices and beliefs, and students' grade levels. Further, teachers' willingness to make changes to traditional teaching practice also impacted attitudes towards technology use in elementary classrooms. While most teacher participants agreed that there were potential benefits to using technology resources and tools in education, perceptions varied as to what that should look like in the elementary curriculum. As perceptions varied, so did the use of technology in participant's classrooms. This research underscored the importance of addressing teachers' perceptions and providing targeted support to maximize the potential of educational technology in elementary education. Findings indicated a positive relationship between creativity and technology perceptions which spoke to the potential importance of supporting the development of innovative approaches to effective technology integration. Encouraging creative thinking may better equip teachers to explore new ways of using technology in elementary teaching and learning. This study contributed to the understanding of the factors influencing educational technology integration in elementary classrooms and offered practical insights for educators and researchers, in the effective adoption and implementation of technology in elementary curricula to meet the needs of all learners. [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.]