Teachers' beliefs about language and technology, pedagogy, and ability to integrate them can be challenging within the second language classroom. This study was a conceptual replication of previous work in the field of TPACK with world language teachers. This mixed-methods study included 59 current in-service world language teachers grades 9-12 in the United States. Participants responded to an electronic survey on a Likert scale to self-assess their TPACK levels. Then, 12 teachers were interviewed using a semi-structured interview guide. Interview data was coded and triangulated with the survey data. The study provided insights between teachers' self-efficacy as it relates to the integration of technology through alignment with the three levels of ACTFL performance language descriptors seeking to understand how technology is used to support second language acquisition across the different modes. The data suggests that world language teachers maintain high self-reported technological pedagogical content knowledge (TPACK), but the ability to integrate technology within the framework of the ACTFL performance descriptors is limited. Furthermore, demographic differences that might impact TPACK were not observed in the data. However, teachers technological content knowledge (TCK) represents the lowest confidence scores suggesting teachers are comfortable with current technologies but are less confident with newer technology or research as it relates to technology and world language instruction. As such, these results indicate a need for development of informed strategies for TPACK world language professional development and second language teacher preparation. [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.]