Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of technology. The purpose of this study was to investigate whether elementary teachers' assessment of their TPACK influenced their inclusion of e-books in reading instruction. A subsequent phase of the study was an investigation into whether increasing teachers' TPACK in the context of e-books would result in an increased utilization of ebooks in reading activities related to core learning objectives. The treatment employed to increase TPACK was in-service professional development to assist in the design of lessons featuring student-centered e-book activities for literacy development. A case study with a mixed methods approach including survey results, interview responses, and library circulation data was selected to examine the reasons for delayed e-book integration. A TPACK Survey Questionnaire provided self-assessed measures for participants' TPACK. Interview questions post-e-book training gave participants the opportunity to expand on their practice of utilization of e-books in literacy instruction. The professional development was well received by participants and 50% of the group was able to integrate e-books immediately. The remaining half of the participants, although confident in their ability to use e-books, questioned the applicability of e-books in their present literacy activities. Library circulation statistics on e-book checkouts for participants were provided for pre- and post-professional development. A research question posed in this study was "To what extent do teachers' reading preferences impact students' reading habits?" This study also included examination of the number of student checkouts of e-books before and after teacher modeling of e-book integration. In this study, TPACK was considered as a theoretical approach to examining teachers' knowledge domains of content, pedagogy, and technology and the fluidity used in combining these for the most effective and efficient instruction as well as a helpful practice in instructional design. [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.]