Due to the increased use of technology in people's lives, digital media literacy has become increasingly more important in young children's early experiences. When used appropriately, children discover how to use digital media in ways that enhance their learning, preparing them for the positive benefits of technology use across their lifetime. The problem investigated in this study is that preschool teachers reported they did not use technology within the preschool experience. The purpose of this study was to explore teachers' perspectives on technology use within the preschool experience. The conceptual framework for this qualitative study was developmentally appropriate practice. The research question addressed how teachers describe their use of technology within the preschool experience. Nine participants were purposefully selected from licensed early childhood programs that represented diverse settings. Data were collected through semi-structured interviews with nine teachers. Data were analyzed using inductive coding. Results revealed that most teachers use technology within the preschool experience, though teacher philosophy and access to technology influenced the degree to which technology was used. Most teachers expressed how they integrated technology into children's play, which enhanced and extended children's engagement in culturally and contextually relevant experiences. This study has implications for positive social change through increased access to technology, and additional professional development opportunities. [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.]