Professional development is used in education to assist teachers with strategies and concepts to be used in the classroom. The problem is that the experiences of veteran teachers in professional development to integrate technology into the classrooms is something that is not entirely known or understood. A gap in the literature was identified in understanding the perceptions of veteran middle school teachers in the use of professional development to integrate technology in the classroom. Fifteen veteran middle school teachers from a location in Central Florida comprised the sample population. A qualitative approach through virtual semi-structured interviews was conducted with corresponding themes generated by hand. Self-efficacy theory maintained the structure of the theoretical framework with transformational theory as a secondary theory. The three research questions guided the exploration of veteran middle school teachers' experiences and ascribed meanings to the use of professional development to integrate technology into the classroom. The results of the study included recommendations for leadership such as more presence from administrators and school leaders when it comes to professional development and technology integration as well as establishing a continuous support system for staff. Recommendations included: (a) seek recommendations and suggestions from teachers, (b) create positive leadership connections, (c) develop relatability to increase self-efficacy, and (d) create an effective follow-up process. [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.]