This article explores the implementation of various K-12 one-to-one computing initiatives to determine if patterns exist. These initiatives are funded in times of limited resources and constitute a serious investment in technology for the schools and districts adopting them. The goals of this study were to understand how and why one-to-one computing initiatives are being implemented, how these initiatives are funded and supported, and expectations or assumptions of stakeholders that are driving adoption of this type of technology. The results suggest that these school districts, and those like them, will face many challenges--some financial, some technical, and some procedural--as they work to integrate technology into instruction and assessment. Common themes or challenges identified from this work, and linked with previous research, include leadership and vision, funding, teacher professional development, and project evaluation.