The purpose of this study was to identify barriers preventing teachers from fully integrating technology into their daily instruction. This mixed-method research study identified some common barriers teachers faced daily. Sixteen middle school STEM teachers from a rural Title 1 school district in North Carolina participated in the study. The findings of this study suggest there is a positive correlation between administrative support, teachers' perceptions and beliefs, and how they integrate technology into their daily instruction. Additionally, the study revealed barriers such as distractions and lack of WiFi prevent teachers and students from integrating technology into learning. The research participants emphasized the need for additional support from their school administrators as well as differentiated professional development and resources to help eliminate the barriers. [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.]