The technology in the K-12 classroom has changed from being a tool that educators can utilize on an as needed basis, to a classroom necessity. The purpose of this qualitative descriptive study was to explore K-12 technology directors experiences in the decision-making process of integrating technology in a K-12 education system at a district level in Southern California. Various education delivery methods allow educators to help motivate students, connect the students to prior and subsequent learning, and facilitate critical thinking and problem-solving skills (Brown et al., 2017). As technology has become prominent, technology leaders at the district level and the educational leaders at the site level are tasked with determining which types of educational technology is to be adopted and integrated into the classroom. The researcher explored this phenomenon using two guiding research questions, which explored how do technology directors in a K-12 educational system described their experiences with the social dynamics influencing the integration of technology and they described their experiences with learners' needs in the decision-making process of technology integration? A qualitative descriptive method of data collection and analysis was used to collect data in one-on-one interviews and a focus group. The results of the data analysis produced four themes for each of the two research questions. The influence of funding, community needs, social dynamics, teacher competencies, and the needs of the learners are indicative of the themes. The implications of this study include recognizing there is a symbiotic relationship between a school district and the community stakeholders. [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.]