The amount of technology available in schools has increased steadily over the past two decades, but higher-level uses have not followed, and many teachers continue to struggle integrating technology in their classrooms. The purpose of this study was to describe teachers' beliefs about technology in the classroom and identify whether their beliefs are reflected in practices of integrating technology at a small, private school for students with dyslexia. A convergent mixed methods action research study was conducted to understand how teachers' beliefs may be affecting technology integration at the school. Quantitative data was collected through a survey administered to all 55 teachers at the school to describe how technology was being used throughout the school. From this sample, six participants were selected for three rounds of follow-up interviews and observations. Quantitative data revealed more teacher-centered beliefs and practices of teachers at the school. Qualitative findings showed teachers with more student-centered beliefs integrated technology more in their classrooms. Findings also revealed the school culture influenced teachers' beliefs about the role of technology. Implications are provided on offering professional development adapted to teachers' levels of technology integration.