This qualitative phenomenological research study aimed to explore the experiences and perceptions middle school English Language Arts educators held concerning the implementation of one-to-one portable Chromebooks. Additionally, this research study sought to provide insight into how one-to-one portable Chromebooks are integrated into teaching and learning practices to engage students in transformative learning experiences. The theoretical foundation of this research study was the social constructivist theory. This research study utilized a qualitative methodology and transcendental phenomenology design focused on exploring and identifying the experiences and perceptions of middle level English Language Arts teachers within a single research site: a suburban West Georgia middle school. Five instruments were utilized to gather data in this qualitative phenomenological research study: semi-structured interviews, research journal and field notes, teacher observations and field notes, the SAMR model, and member checking. Data were analyzed utilizing Moustakas' (1994) eight-step data analysis method involving horizontalization. Four themes emerged through data analysis: frustrations with one-to-one, instructional practices influenced by one-to-one, perceived student needs with one-to-one, and teacher proficiency and self-efficacy. The findings of this research study enable policymakers, school district leaders, school administrators, educators, and pre-service education programs and pre-service educators to better understand the implementation of one-to-one Chromebooks in middle school English Language Arts within a suburban middle school. [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.]