The 1992 National Adult Literacy Survey revealed that 90 million adults performed at the two lowest levels of literacy (U.S. Department of Education, 2003). As legislation advances the mandate for greater accountability in adult education programs, it is paramount that research is conducted that identifies programs that align with the federal guidelines for accountability, addresses student outcomes and is consistent with best practices (Belzer, 2003). This study contributes to the fields of reading and technology by investigating the factors that impact exemplary teachers' integration of technology to teach reading to adults. The purpose of this study was to identify and investigate instructional strategies, opportunities, and challenges of integrating technology by exemplary reading educators who effectively teach reading to adult learners. The study was designed to assist instructors to better understand how they can improve their teaching by identifying instructional strategies for effectively integrating technology that complement the way students learn. The research questions used to frame the study were (1) How do exemplary educators choose and implement instructional strategies for integrating technology to effectively teach reading to adults, and (2) How do educational challenges and opportunities impact exemplary educators' integration of technology to effectively teach reading to adults. The qualitative case study methodology was used to investigate the study. Four (4) exemplary educators who taught reading in adult vocational centers in a large South Florida urban public school district were selected. Methodological triangulation was used to collect and analyze the data. Data were collected through interviews of exemplary educators, observations of teaching methods and a review of relevant course documents, such as lesson plans and course assignments. Data analysis involved categorizing the data from the teacher interview, classroom observations, and document review. Fifteen themes were identified from the participants. The researcher recommended a longer study be conducted that would yield a more in-depth analysis. Additionally, the researcher recommended more targeted onsite professional development, more one-to-one computing, and more technology integration courses for veteran teachers. [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.]