Technology has become an integral part of the teaching and learning process in the current educational landscape, revolutionizing students' learning experiences in alternative and traditional educational settings. However, despite having access to various tech tools that support student learning, an achievement gap still exists, and many students fail their classes and eventually drop out of school. This qualitative, phenomenological research study aimed to describe and understand the lived experiences of science teachers regarding the impact of technology tools on student learning in science classes in alternative schools in the southern United States. Participants were selected using criterion sampling. Teachers' lived experiences and perceptions of the influence of tech tools on student learning were collected through individual and focus group interviews. This transcendental phenomenological research design provided an in-depth exploration of the data. Several distinct themes emerged: (a) availability and accessibility, (b) technology's essential role in classroom learning, (c) technology as a cultural shift, (d) ease of use and potential misuse of technology, and (e) improved learning performance. The findings of this research reflect the continuing changes and progression in educational technology, highlighting the need for continuous research and development of technology tools. The results would also encourage teachers, educational leaders, educational technology developers, and policymakers to collaborate to explore creative ways to streamline tech tools in pedagogical classroom implementation effectively, address issues related to accessibility and misuse, and probe how these may affect various groups of learners in alternative and traditional school settings. [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.]