Although assistive technology has been an essential component of the academic success of students with disabilities, it is inconsistently implemented. Educators' perceptions of assistive technology training substantially impact the learning results of students with disabilities. The problem addressed by this study was that special education teachers are not properly trained to select and use assistive technology to improve the learning outcomes of students with disabilities. This issue affects both educators and students with disabilities. This qualitative case study was designed to investigate how middle school special education teachers utilize assistive technology training to influence student-learning results. Nine middle school special education teachers participated. A semi-structured interview and a focus group protocol included questions about how teachers use assistive technology training to impact student learning outcomes. The study's results indicated that students with disabilities thrive when assistive technology is applied effectively. It was recommended that special education teachers receive the proper training on assistive technology. Future research should focus on whether or not assistive technology creates a dependency for students with disabilities and the pre-service and professional development that special education teachers receive on assistive 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.]