The purpose of this qualitative study was to collect data from 18 published augmented reality researchers to determine their perceptions on: (a) how augmented reality will influence high school education in the future; (b) how augmented reality will impact curriculum and instruction, taking into account specific content areas (e.g., science, social studies, language arts, mathematics, and career technology subjects); and (c) what school leaders (i.e., school district leaders, principals, and/or classroom teachers) should be doing to prepare to use augmented reality within their schools. Findings suggested anticipated advancements in technology in the classroom, including future developments in augmented reality technology and ethical concerns with the use of augmented reality. Findings further revealed augmented reality to be an instructional tool to improve the classroom by encouraging engagement and collaboration, aiding visualization, aiding identification, increasing motivation, allowing technology integration, providing personalized learning, and encouraging creativity. Regarding preparation for the increased use of augmented reality, findings included providing professional development in augmented reality and integrating augmented reality into curriculum and instruction. Data from this study contribute toward additional insight for educators regarding incorporating augmented reality into education and preparing for increased use of augmented reality in classrooms of the future. [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.]