The purpose of this study was to determine early childhood teachers' perceptions about the uses of technologies in early childhood classrooms in Saudi Arabia. Blackwell (2013) discussed the relationship between teachers, school organizations, and technology as important, and showed how integrating types of technology in the classrooms could improve student engagement. This study was designed as a qualitative descriptive study using a survey, which included 7 general questions and an interview consisting of 11 open-ended questions. The survey was sent to early childhood education teachers in private and public schools in Riyadh, Saudi Arabia. Participants who were willing to be interviewed were considered for further data collection through a phone interview process. The data reflected perceptions of teachers on integrating technology in their early childhood education classrooms who participated in the study. Results from this study indicated most teachers' valued technology and therefore they integrated it in their classrooms daily routine. Teachers from both private and public schools reported, a lack of training and professional development, insufficient technical support and teachers' attitude towards technology as barriers to integrate technology in early childhood education classrooms. [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.]