Multilingual Learners (MLs) can be the recipients of numerous benefits when teachers effectively support technology integration. However, integrating technology into the classroom presents challenges with varying degrees of difficulty. Instructional Technology Leaders (ITLs) and technology professional development (tech-PD) can help teachers with technology integration. This study was designed to examine the obstacles teachers encounter in technology integration in the context of a qualitative design-based research (DBR) project. This 3-month study was situated within a public school district with an inquiry group containing teachers who taught MLs, and one ITL. Technological, pedagogical, and content and knowledge (TPACK), and Community of Practice (CoP) theories frame this study. Reflexive Thematic Analysis (TA) of the data led to one overarching theme--inclusive teaching--and three major themes: (1) increased use of technology to differentiate instruction; (2) improved teacher self-confidence in technology integration; and (3) building a safe, flexible, and trusting community positively impacted integration of technology. The tech-PD benefits extended beyond technology integration to a community supporting and developing each other. PD through a DBR framework gave teachers the opportunity to examine, explore, re-examine, and develop their technology integration through an iterative process in a space that empowered their development. Limitations included minimal racial and ethnic diversity across participants from one school district and a singular focus on teachers' perspectives. Implications are that supportive and realistic professional development are critical to the ongoing development and confidence of K-12 teachers integrating technology into their practices. [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.]