This study investigates predictors of school counselors' technology use and acceptance. Two linear regression models were explored, one to assess the predictive power of a set of characteristics of school counselors (age, sex, race, years of experience and leadership) on technology use and acceptance. A second model explored whether individual leadership dimensions (interpersonal influence, systemic collaboration, resourceful problem solving, professional efficacy, social justice) predict technology use and acceptance. Professional standards supported by The American School Counselor Association (ASCA) identifies the imperative necessity for comprehensive school counseling programs to include leadership dimensions and technology ideals to work within the school ecosystem. The quantitative research methodology utilized two survey instruments to obtain self-reported participant data. The measurements provided questions about leadership dimensions, technology use and acceptance, and school counselors' demographics. The research involved school counselors that are currently employed at the high school level in STEM, charter, or magnet schools in America. The data analysis included hypothesis testing and a stepwise regression to explore the relationship between the variables. A large percentage of participants identified as White/Caucasian (82.6%), followed by Hispanic/Latino (6.9%), Black/African American (6.3%), Native American/American Indian (1.4%), and Asian/Pacific Islander (1.4%). Participants identified as female (77%) and male (23%). Participants responded to years of experience in the following manner, 1-5 years (21%), 6-10 years (15%), 11-15 years (14%), 16-20 years (22%) and 21 years of experience or more (28%). Examination of the between-subject effects shows that the regression model is capable of predicting the system usage score (SU). The leadership dimension explains 8.1% (p = .006) of the variation in system usage score (SU). Participant's self-identified score for technology system use behavior (SU) resulted in a mean of 89.1233, which indicates a high level of technology acceptance. The ANOVA score was significant (p = 0.002) indicating overall model fit. Taken separately, the leadership dimensions had no significant impact on technology system usage score (SU). However, taken all together, all five leadership dimensions were clearly capable of predicting technology usage. In addition, there was a negative association between the total number of years of experience and technology acceptance. This study contributes to the literature by showing the impact of leadership dimensions on the probability of a school counselor to use technology in a comprehensive school counseling program. [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.]