Successful technology integration takes many forms and performs several functions, but at its core, the integration of technology into a curriculum must feel seamless, be student-centered, and begin with the end goal in mind. The purpose of this study was to explore how the role and function of middle and high school special education teachers have changed after integrating one-to-one student devices in their classrooms. This study used a qualitative, phenomenological approach to look at how the roles of middle and high school special education teachers have changed due to the implementation of a one-to-one device initiative in a rural West Virginia school system. Semi-structured interviews were conducted with 21 teachers to answer research questions about the depth of technology integration in their classrooms. The study used the seven categories from the ISTE Standards for Educators (2017) to examine how teachers utilized digital instructional materials for students based on instructional goals, objectives, and the Individual Education Plans (IEPs) of their students. Additionally, this study explored the challenges and successes of one-to-one technology integration in the special education classroom. Findings have provided insight into how special education teachers are currently integrating one-to-one devices in their instructional practice and provided recommendations for future technology use in special education classrooms. [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.]