The problem addressed in this study was that despite access to mobile technologies such as iPads, these tools are underutilized in today's special education classrooms. This problem impacts K-12 special education students and their teachers. The purpose of this qualitative case study was to examine the perceptions of K-12 special education teachers about the use of iPads as an instructional tool for learning support and any perceived barriers in using iPads. This study used a qualitative methodology and a single case study design. A semi-structured interview protocol was developed and used with each participant. The research questions explored the perceptions of K-12 special education teachers regarding their use of iPads as instructional tools. Themes identified for research question one were instruction, independent practice, and student assessment. Themes identified for research question two were access and engagement. Themes identified for research question three were efficacy and training. Results of this study showed that teachers perceived the iPad as a necessary and valuable instructional tool. The findings also revealed that despite the teachers' positive and favorable views, the teachers reported limited iPad use and described missed opportunities with regard to using the device. The main recommendations for practice are to provide K-12 special education teachers additional time to collaborate, share strategies, exchange ways they utilize the iPad and be given the opportunity to observe peers and access district technology experts. The main recommendations for future research are to include a larger and more diverse group of K-12 special education teachers and explore ways to enhance K-12 special education teachers' self-efficacy towards using an iPad as an instructional tool through a qualitative methodology and a phenomenological design. [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.]