The use of technology in schools has been a persistent yet elusive goal in schools for the last 30 years. While technological proficiency and literacy for students has been a goal on both the federal and local levels for years, technology initiatives in school districts are often ineffective and expensive. This paper is an Interpretive Phenomenological Analysis of the experiences of teachers who engage in BYOD (Bring Your Own Device) practices in a suburban 9-12 High School. The use of personal technology in the workplace is a practice that has become increasingly common in the past decade, as mobile phones, tablets and laptops have influenced the way people engage in social and productive activities. This study uses the five characteristics of innovation found in Everett Rogers' "Diffusion of Innovation" to achieve a better understanding of what the underlying causes are of this practice in the field of education. Teachers were interviewed in focus groups and again in one-on-one follow-up interviews to better understand their lived experiences in employing their personal technology in their professional practice. Their responses were coded per the characteristics outlined by Everett Rogers and analyzed for emerging themes. Several themes emerged from the focus group and follow-up interviews, including accessibility, reliability, convenience, data collection, instructional delivery and instructional planning. Findings suggest that a focus on promoting and facilitating a decentralized, teacher-driven approach to innovation may be a more effective technology plan than the promotion of various singular technology solutions across a school district. [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.]