The purpose of this study was to gain an understanding of superintendents' beliefs about technology leadership barriers and about how superintendents actually engage in technology leadership practices. There is currently limited research available on the topic from a district superintendent's perspective. Qualitative data from focus group interviews and written focus group responses from eleven New Jersey superintendents were transcribed and analyzed to uncover common themes, patterns, and trends among the responses. The conceptual framework used in the study stemmed from The Adaptive Leadership Theory (Heifetz, Grashow & Linsky, 2009) in terms of barriers to first-order and second-order changes (Fullan, 2001; Marzano & Waters, 2009) during a school district's technology implementation process. Findings from the study revealed the following common barriers among the participants: (a) lack of sufficient financial and technology resources (first-order change barriers), and (b) resistance by stakeholders to change their traditional and/or dated district cultures and mindsets about integrating technology into 21st century classrooms (second-order change barriers). The study results also showed superintendents understand their critical technology leadership roles, and they try to remain actively engaged and involved throughout the different phases of technology implementation. Implications for future research include conducting focus group interviews of larger groups of superintendents at the state and national level in order to draw conclusions about common themes and patterns. Additional research might include focus group interviews of boards of education and department of education officials to help us better understand different perspectives about factors that can influence a district's technology implementation process. A third implication for future research involves using a quantitative research design with a survey instrument to collect data for analysis and synthesis. Policy implications involve including district superintendents in policymaking conversations about setting national and international technology standards superintendents are ultimately accountable for following as part of their performance evaluations. In terms of an implication for practice, superintendents might collaborate with their boards of education, principals, and teachers to develop monthly or quarterly needs assessment mechanisms for data collection, analysis, and evaluation of district technology implementation processes. [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.]