This narrative case study examined the way in which integrating technology into secondary ELA classrooms impacted levels of student engagement. This qualitative study investigated how student engagement and technology integration were perceived by students and classroom teachers. The study employed a case study approach of data collecting. The researcher collected and recorded five focus groups over the course of seven weeks. The researcher's focus groups were centered around understanding the perceptions of technology integration and its effect on student engagement. The study's five focus groups were conducted via a video conferencing software due to the 2019-2020 coronavirus pandemic. The narrative case study sought to identify and understand how teachers and students perceived technology integration and how it impacted student engagement. The results revealed positive benefits between student engagement and the integrated the use of educational technology. The study also outlined several recommendations to further inform, improve, and build upon the knowledge gleaned from its findings. The results have the potential to benefit and inform the fields of education, instructional technology, educational technology, and professional growth and development programs for current educators and those enrolled in training programs. [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.]