During the 2013-2014 school year, schools in the United States purchased over 23 million personal technology devices, such as iPads, to use for educational purposes (Herold, 2016). Research demonstrates that technology can be implemented without a sound curricular and pedagogical basis (Koehler & Mishra, 2009). Deploying the iPad as an instructional tool requires an understanding and evaluation of its intended use by educators (Winslow, Dickerson, Lee & Greer, 2012). School districts must ensure that the technology investment benefits classroom instruction. This study explored the Local Area High School curriculum chairs' perceptions of the level of iPad integration in their classrooms and the perceived educational benefits and drawbacks. The researcher conducted qualitative interviews to gather data from four curriculum chairs at Local Area High School. The curriculum chairs, considered teacher leaders in their respective departments, provided individual perspectives of technology integration into their instruction. Investigating the literature, as well as the theoretical frameworks of constructivism, TPACK, and SAMR, this study sought to bring the teacher leaders' voices to the forefront of technology integration in schools. The results of this study indicated a clear connection between the literature and the curriculum chairs' perceptions of 1:1 iPad integration into their instruction. While the study represented a small group of teacher leaders, the perspectives that emerged offer implications for future technology integration and align to Vatanartiran and Karadeniz's (2015) research. These implications include communicating a clear vision and expectations, establishing a strong infrastructure to ensure consistent access to technology, and designing professional development with the support of teacher leaders to address instructional 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.]