This study explored parental and teacher perceptions of excessive technology and screen time and elementary students' academic performance, attention, addictive behaviors, behavior problems, and social interactions. This study's purpose was to gather teacher and parental input to understand the perceptions of how excessive technology and screen time may play a role with students in the classroom. This study's conceptual framework encompassed the integration of the constructivist theory via Vygotsky's sociocultural theory and Bandura's attentional process through observational learning theory. This qualitative multiple-case study was conducted by interviewing seven teachers and parents of elementary students in rural elementary schools in Merrimack County, New Hampshire to compare perceptions across two perspectives: teachers and parents. Data analysis was completed using Quirkos to categorize and identify themes and then was completed using scrutiny-based techniques. The contradictory findings indicated that parents and teachers viewed the access and implementation of technology to improve school achievement while simultaneously decreasing students' production of knowledge and academic performance. Technology fosters student engagement, but teachers felt they must work extra hard to engage students during non-technology times. Technology use was addictive for children and may be a contributing factor for children who exhibit a need for instant gratification. Parents and teachers experienced behavior issues with children when technology use time was over, but parents saw significantly more challenges than teachers. Relationships and human interactions were decreased when technology was present, but socializing was a positive experience for children. Implications for these findings supported the objective that teachers and parents should continue to use limited technology to support children's learning, but it should not be the primary mode of instruction. [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.]