The purpose of this study was to assess perceptions of teachers in a rural school district in western Virginia and how their perceptions relate to technology integration. The following research questions were sought: (1)What are teachers' perceptions of technology integration? (2) What are teachers' perceptions of the role and value of technology to support instruction? (3) What are teachers' perceptions of access to technology and technical support? (4) What are teachers' perceptions of instructional support including professional development and professional learning community? Demographic factors (years of experience, grade level and content area taught) were studied to determine if any were related to teachers' integration of technology. Of the 104 possible participants, 79 responded to the survey (76%). Major findings of the study are as follows. Teachers in grades 8 through 12 integrate technology more than teachers in grades pre-k through 7. Also, teachers in content area two (non-academic subjects) integrate technology slightly more than teachers of content area one (academic teachers). Additionally, content area one teachers indicate having heard of more professional development topics. Teachers perceive that using technology has some advantages in instruction. Additionally, access to technology is greater for teachers than for students. Teachers need more technology equipment available in their classroom, especially computers for student use. Some teachers do not collaborate with others concerning technology. Teachers should work together to use more high level integration tools to solve problems (spreadsheets and databases programs). With adequate support, encouragement and accessibility, teachers will have more success with technology integration. [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.]