This study aims to address the gap in technology integration within rural Oklahoma schools by examining teacher perceptions regarding the barriers preventing them from effectively integrating technology into their instruction. The findings from this study will offer valuable insight into understanding the current state of technology integration in rural school districts. Additionally, these insights will serve as a foundation for making informed decisions on addressing educators' needs regarding technology integration in rural Oklahoma public schools. This study adopts a mixed-methods design with a constructivist perspective to better understand barriers to technology integration in rural Oklahoma K-12 schools by exploring diverse participant perspectives. Identifying the barriers that prevent teachers from integrating technology into their lessons is crucial for the success of strong technology initiatives. By identifying these barriers, district and school leadership can design programs to enhance the effectiveness of technology utilization in classrooms. Assessing educators' proficiency with technology and offering tailored professional learning and support can significantly influence both their attitudes and overall acceptance of technology. Allocating dedicated time for educators to acquire new skills and explore tools and software can significantly enhance their confidence and motivation to incorporate technology into their teaching practices. Integrating technology into K-12 classrooms enhances student engagement, allows for personalized instruction, and can potentially boost academic achievement. However, educators face first- and second-order barriers to technology adoption and integration. Although districts can allocate resources and establish policies for technology integration, educators are ultimately the key drivers of change in the process. Integrating technology into K-12 classrooms enhances student engagement, allows for personalized instruction, and can boost academic achievement. However, educators face first- and second-order barriers to technology adoption and integration. Although districts can allocate resources and establish policies for technology integration, educators are ultimately the key drivers of change in the 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.]