The research literature on mobile technology integration discussed the disconnect between staff training, self-efficacy, and technology use in the classroom. This quantitative study examined elementary classroom teachers' technological, pedagogical, and content knowledge (TPACK) and self-efficacy beliefs related to mobile technology integration. This study collected questionnaire responses from 29 elementary classroom teachers using three surveys. The TPACK.xs, the Computer Technology Integration Scale (CTIS), and the Concerns-Based Based Adoption Model-Levels of Use of an Innovation (CBAM-LoU) were used as the survey instruments. The results of the study suggested a strong correlation between teacher self-efficacy and mobile technology integration. There was also a strong correlation between TPACK and mobile technology integration, which indicated that as the level of TPACK increased, the level of mobile technology integration increased. The results of the linear regression analysis indicated no significant relationship between the participant's scores and CBAM-(LoU) scores when compared to other TPACK constructs. Technology integration can be complex, and it is important to understand how often teachers use technology to determine if there are performance and motivation challenges. Future research can help schools understand how second-level barriers impact technology integration and the importance of technology professional development to improve the teaching and learning 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.]