Visually impaired students, despite access to technology resources, experience difficulties in succeeding in higher education due to ineffective technology resource implementation and a lack of adequate assistive technology instruction. The purpose of this qualitative interview-based study was to determine barriers to assistive technology implementation by examining the experiences and perceptions of a diverse sample of teachers of visually impaired students in rural school districts in selected North Carolina Counties. Technological pedagogical content knowledge (TPACK) was the theoretical structure of this study, which is comprised of content, pedagogical, and technological knowledge in a technologically enhanced learning environment. The sample consisted of five TVIs from five North Carolina Rural County School Districts, whom the researcher interviewed using a semi-structured interview guide. The researcher performed the modified van Kaam methods of phenomenological analysis using NVivo 11 software. The major themes that resulted were building relationships with parents, need for full commitment from stakeholders, and the need for continuous training and improvement. Concerning the technology itself, participants voiced the importance of a classroom environment that facilitates technological use. These findings support the current study's justification for proposing a TPACK theory for understanding the interrelated domains of technological pedagogical content knowledge and to address diverse teacher needs, student needs, and technology resource conditions. [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.]