The purpose of this qualitative descriptive study was to explore the experiences of middle school teachers in one Southern California middle school district when using technology, as part of the 1:1 Technology Initiative, to advance student learning and provide effective lesson delivery in the classroom. The literature review indicated a need for understanding usefulness and effectiveness of 1:1 technology in middle school classrooms. The Technology Acceptance Model (TAM) was the conceptual framework for this study. TAM is based on how learning and instruction are geared toward the completion of structured tasks under the direction of the teacher. Two research questions guided this study. The research questions for this qualitative study addressed how teachers perceived usefulness of technology in the classroom for student learning and the usefulness of technology for lesson delivery. The sample consisted of 15 participants. Semi-structured individual interviews and a focus group were used to collect data. The data was hand-coded and analyzed using thematic analysis, which resulted in the emergence of five themes encompassing implementation issues, resources, teacher attitudes, technical issues, and professional development. The data compiled in this qualitative descriptive study indicated that teachers do utilize the 1:1 Technology Initiative but stress that technology alone is not a motivator to regular classroom teaching. [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.]