The purpose of this qualitative descriptive study is to describe secondary teachers' integration of technological, pedagogical, and content knowledge in their lesson implementation and the implications of that TPACK implementation on the task performance of students with learning disabilities. This study answered two research questions which were: How do teachers describe their integration of technological, pedagogical, and content knowledge in the implementation of lessons when teaching students with learning disabilities? And How do teachers describe the implications of their TPACK implementation on the task performance of students with learning disabilities? Through 9 interviews and 2 focus group discussions, secondary public school teachers from Western United States shared insights to address the questions on how teachers describe their TPACK integration in the implementation of lessons and the implications of their TPACK implementation on the task performance of students. The theoretical foundation for this study is TPACK. Thematic analysis was used in analyzing the data. From this study, it was found that technology implementation makes instructional delivery easier, and that integration of technological, pedagogical, and content knowledge posed challenges and advantages when teaching students with learning disabilities. Furthermore, the researcher found that technology integration offered flexibility in the teaching and learning modality. However, teachers provided more support to facilitate the learning of the students. [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.]