The use of technology in all fields of education has expanded, and investigating the level of technology integration in schools becomes increasingly significant because it offers data-driven technology integration for policymakers, school administrators, and educators to make better budgeting decisions, determine educator professional development needs, and ensure effective and efficient use of technology in schools. This study investigated science teachers' technology integration in classrooms at a private higher secondary school in Karachi. In this study, the SAMR model and TPACK framework were used to evaluate the technology integration. The SAMR model was used to see at what levels teachers are in technology integration, where substitution is the lowest and redefinition is the highest level of technology integration. The TPACK framework was used to explore the technological, pedagogical, and content knowledge of the teachers. This study employed a qualitative single-embedded case study design. Multiple data were collected through document review (syllabus breakup), observations, and participant interviews. Purposive sampling was used to select six in-service science teachers. Even though this case was chosen for its well-established use of technology, the findings of the study indicated that teachers' use of technology and knowledge about technology integration was at the basic level. The result of the study showed that most of the science teacher participants were at the substitution level and demonstrated low TPACK knowledge. The study concludes by suggesting that sustainable teacher professional development focusing on technology integration and teacher-sustained commitment to learning and use of technology can enhance teachers' TPACK knowledge and enable them to practice transformative technology integration in classrooms.