Special education teachers do not always include assistive technology (AT) in instructional practices to promote the academic success of students with learning disabilities. The purpose of this study was to explore the reasons special education teachers only sometimes include the use of AT in instructional practices. The conceptual framework was observational learning theory, also known as social learning theory, which focuses on human learning patterns based on observations of other human beings. A basic qualitative design with open-ended, semi structured interviews was used. The participants included 12 special education teachers from the school study site. The research questions framed the study's purpose to gain special education teachers' perspectives regarding the use of AT in instructional practices. A priori and axial coding were used to identify larger themes relevant to the research questions. Two major themes evolved: non usage and integration. The results of this study may contribute to existing pedagogy and stakeholder edification by amplifying the influence of inclusion of AT on special education teachers. Positive social change implications of the study include encouraging special education teachers to develop self-efficacy through AT usage and gain self-confidence and constructive feedback from integrating AT applications involving students with learning disabilities. [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.]