This case study examined second language (L2) instructors' use of technology in high school and junior high Spanish classrooms in the state of Texas. Specifically, this work sought to investigate the kinds of technologies teachers employ in their practice and how they apply them in the classroom, and what personal and institutional factors influence their choices. The study collected data from six L2 Spanish teachers from both a high school and a junior high in the same school district. A qualitative analysis was conducted on the data collected, which included classroom observations, debriefings with participants, and semi-structured interviews. The results revealed that the participating L2 educators' incorporation of technology in the study's classes did not mirror recommended current L2 practices but was more reflective of traditional, output and grammar-based approaches. The data showed that educators' classroom use of technology was influenced by lack of teacher training both in the area of L2 education and technology, poor institutional support, absence of information on institutional and methodological expectations for teachers' practice, issues related to flawed technological devices and wi-fi connections, and the participants' own personal use of and beliefs about technology. Based on the study's findings, this work offers suggestions for the implementation of a training model that could assist institutions with teacher education and provide educators with effective theoretical and practical resources. [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.]