Interest in one-to-one (1:1) device programs, where schools provide each student with their own computing device, has increased across the United States. The problem this study addressed was whether primary teachers' perceived usefulness, ease of use, organizational support, and technical support of a 1:1 device program is related to their reported stage of adoption. The purpose of this quantitative study was to examine the relationship between primary school teachers' perceptions of a 1:1 device program and their self-reported stage of adoption. The theoretical framework guiding the study included the diffusion of innovations theory and the technology acceptance model. Data were collected using convenience sampling through a digitally deployed survey composed of the Stages of Adoption of Technology Survey and the Freedom to Learn-Teacher Technology Questionnaire. There were 93 participants, and data analysis was conducted using ordinal logistic regression to determine whether teachers' stage of adoption was related to their perceived ease of use, perceived usefulness, perceived organizational support, and perceived technical support. The findings indicated that perceived ease of use, perceived usefulness, perceived organizational support, and perceived general technical support had a significant positive relationship to teachers' stage of adoption. The findings may inform those in the educational field about factors related to increasing teacher technology acceptance and teachers' stage of adoption, as well as how to promote buy-in among teachers on technology initiatives. [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.]