In regard to preschool students with disabilities, teachers need support implementing assistive technology and there is little known about factors that influence teachers' perceptions of assistive technology benefits. The purpose of this qualitative case study was to describe how the perceptions of early childhood special education teachers concerning assistive technology within the preschool instructional program influenced assistive technology usage at a preschool, located in Virginia. A qualitative methodology was deemed suitable for study with a qualitative case study research design. The theoretical foundation of this study was primarily the Constructivist Theory with Vygotsky's Zone of Proximal Development (ZPD) as the second foundational theory. The three listed research questions that guided this study were concerning assistive technology, trainings, and professional development opportunities; factors influencing use of assistive technology; and issues that impeded or encouraged use of assistive technology. A thematic analysis approach was used. Results of this research study show that teachers have diverse views of assistive technology, yet all teachers agree on the ultimate goal of student success. The current findings in this study can be used to inform and change policy, develop strategies that enable effective AT usage, design AT programs and professional development opportunities, and create an AT support system. [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.]