The second digital divide is impacting students in low socioeconomic areas and has the potential to widen the achievement gap amongst subpopulations. Teachers in low socioeconomic areas tend to have lower levels of digital wisdom, resulting in low-level technology integration in instructional settings for students. The current study used a qualitative case study with structured one-on-one interviews, classroom observations utilizing the Technology Integration Matrix (TIM), and one-on-one post follow-up interviews to explore factors teachers perceive impede high-level technology usage in low socioeconomic schools. Findings suggest that teachers' digital wisdom, resource availability, and environment impact their efforts to integrate technology at a high level to transform learning for students. Teachers' attitudes, beliefs, and experiences affected their perceptions of their knowledge to integrate technology effectively and its purpose for students. Findings also highlighted teachers were not aware of the impact digital leadership had on their technology efforts until they realized their perceived level of integration did not align with their observed level of integration. Implications from the current study suggest that improving the second digital divide is dependent upon the improvement of digital leadership to create safe environments that support prescriptive continuous learning. Findings from the current study suggest that mitigating the second digital divide entails extenuating barriers that impact teachers' perceptions, attitudes, and beliefs to integrate technology. [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.]