This study explored the relationship between multiple teacher factors and shifts in teacher technology integration practices for the development of 21st-century student skills. More specifically, through a multiple regression analysis, teacher technology knowledge, teacher technology skills, school culture, and teacher self-efficacy were examined to measure how well they each (individually and in combination) are predictive of shifts in teacher technology integration practices. This study showed that the model with all four factors included was most predictive of shifts in teacher technology integration practices with technology skills and school culture being the strongest predictors. Based on these results, school districts looking to shift teacher technology integration practices to improve the development of 21st-century study skills should allocate resources and support to develop teacher technology skills and establish a collaborative culture that encourages innovation. Helping teachers understand and make explicit connections between technology, pedagogy, and content will improve their instructional planning and foster the development of 21st- century student skills within the teaching and learning process. [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.]