The learning environment in K-12 education has been a topic in education for many years, especially in the United States. The problem that was addressed in this mixed methods study is that students' standardized test scores may be affected by the learning environment--whether a traditional classroom or a virtual setting. The purpose of this mixed-methods approach was to compare the social studies standardized test scores of middle school students in a traditional classroom learning environment with those of students in online learning environments. The conceptual framework that guided this study was constructivism. The methodology was mixed methods; archived eighth grade social studies standardized test scores were utilized in the study. Each research question required a different analysis: research question one required the use of an Individual Samples t-test and research question two included the qualitative interviews, which were coded using several coding techniques. The results for question one resulted in a failure to reject the null hypothesis and failure to accept the alternative hypothesis. Based on the analysis of teacher perceptions in the interviews, better preparedness and more efficient training were the biggest takeaway. More intentional professional development and collaborative sessions are key components to ensuring technology in classrooms during standardized tests is successful. Based on the results of the study, there should be more research done to investigate technology used in K-12 classrooms and how to effectively integrate technology properly in classrooms during instruction and during standardized tests. [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.]