Students experiencing poverty face multiple challenges associated with successfully navigating the learning process. One of the more recent challenges is the access to suitable technology to complete classroom assignments. This problem became more acute with the recent pandemic as a greater number of class activity was transferred to online. While well-funded schools can provide computers and laptops consistent with the size of the student population and demand. Schools with limited funding cannot do the same and this exacerbates the problem. Using a qualitative methodology, and unstructured interviews, this present study examines the problem of access to technology and seeks to understand how that access may influence educational outcomes. The family and environmental stress model was used to provide some of the key analytical concepts. This model looks at the combination of environmental and family factors that influence student educational outcomes. The sample consisted of n=15, 12th grade students. While most the students had some type of electronic device, as 93% had cellphones. A common concern was access to consistent Wi-Fi and well working devices. The main themes described were dual uses for technology as the technology was used for entertainment and schoolwork. Additionally, students experienced both hope and despair in addressing their challenges. There was widespread frustration with spotty internet access and the dated computers used by the schools. Furthermore, teachers were frequently described as not understanding of the student challenges. Future studies should consider the administrative processes utilized to provide students with support and understanding. [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.]