Elementary school teachers at a rural school district in southeastern Arizona integrated the Beyond Textbooks framework in their classroom instruction related to academic achievement; however, exploring how rural elementary teachers integrated Beyond Textbooks in classroom instruction had yet to be investigated. This basic qualitative project study aimed to explore rural elementary teachers' integration of Beyond Textbooks as related to student academic achievement. Guided by David Kolb's experiential learning theory of learning from experience, the research question explored how rural elementary teachers integrated Beyond Textbooks in classroom instruction to improve student academic achievement. Due to the COVID-19 pandemic at the time of data collection, this study was limited to one rural school and five purposefully selected participants who were interviewed via Zoom video conferencing. Data were analyzed through coding and theme development. The findings revealed that the Beyond Textbooks framework, in conjunction with teacher training, resources, and fidelity to implementation, could assist educators with integrating Beyond Textbooks. In addition, a 3-day professional development project was developed to support teachers integrating Beyond Textbooks into their classroom instruction. Positive social change may result from sharing research-based findings that can help elementary teachers to integrate a technology-based curriculum framework that may improve student academic achievement. [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.]