Integrating technology into the school's curriculum is a very contentious issue. However, it is an important issue that schools need to consider and assess. The purpose of this study was to examine the relationship between K-5th grade teachers' perceptions of proficiency of technology equipment, experience with technology in education, and technology training, and show how it impacts the integration of technology in teaching and learning in the classroom. This research study is significant as it informed teachers and education leadership more of teachers' perceptions about technology integration. This is a quantitative study to identify the problems that teachers are having about integrating technology into their school's curriculum (Inan & Lowther, 2010). The quantitative method focused on collecting data from teachers at several schools in South Georgia. The study analyzed numerical data from a survey of at least 125 participants to ascertain if technology integration relates to the constructs (teachers' proficiency of technology equipment, experience with technology, and technology training) using multiple regressions. To confirm if teachers' proficiency of technology equipment, experience with technology, and technology training impacts technology integration, this research study examined the relationships of these constructs. One hundred twenty-five school teachers (K-5th grade) out of a population of two hundred and fifty teachers participated to provide data for the study. The researcher conducted the study by traveling to each educational institution and provided copies of the survey to be completed by the teachers. This process is furthered explained in the Methodology section. The study examined Christensen's Disruptive Innovation Theory as applied to technology integration which is used to integrate technology to improve teaching and learning. Educators must be proactive in learning and teaching with technology to help lessen the technology gap that exists in and out of school for our students (Brown et al., 2001). The Christensen's (2008) Disruptive Innovation Theory supports this study. Christensen's (2008) disruptive innovation theory remains a viable theoretical foundation for examining the barriers to technology integration encountered by the school in its efforts to use technology to improve teaching and learning practices. The disruptive innovation theory explains why some organizations struggle with specific innovations while outlining strategies for predictable organizational success (Christensen, 2008). Previous research has investigated several schools but the results were inconclusive or contradictory. Thus, many researchers have concluded that more research is needed. Teachers integration of technology has been investigated for a long time. Research has shown, however, there has not been much progress in teachers' integration of computers in their lessons over the last 20 years (Culp, Honey, & Mandinach, 2003). This study provided new insight and a starting point for more quantitative investigations into teachers integrating technology into the school's curriculum. It is the educator who is the determining factor in whether technology is successfully integrated into the classrooms and schools (Brown et al., 2001). This study also provided a clear understanding of teachers' perceptions related to the integration of technology into the school's curriculum. The study had limitations mainly because of the study population. This study was limited to the state of Georgia and to the teachers in grades K-5. The implication of the study was to prepare teachers for technology integration into the school's curriculum, so that they can have a better understanding about educational technology and help to increase their student's knowledge in using educational technology for learning. The study helped to determine if teachers' proficiency of technology equipment, teachers' experience with technology in education, and teachers' technology training have a significant impact on the integration of technology into the school curriculum. Statistical tests supported all hypothesis. The research findings concluded that teachers' proficiency of technology equipment, experience with technology in education, and technology training significantly impacts the integration of technology into the school's curriculum. Demographic and covariables of age, gender, grade level, and education level does not significantly impact the integration of technology into the school's curriculum. [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.]