Schools employ educational technology to comply with pressures for greater accountability and efficiency in conducting operations. Specifically, schools use "management information systems" designed to automate data collection of student attendance, grades, test scores, and so on. These management information systems (MIS) employed widespread use of technology to enable effective and efficient school operations in order to promote school accountability. In this case study, the authors examines a California high school's implementation of an MIS and explores the perspectives of teachers, staff, and administrators. The purpose of the study is to explore in more depth the views of classroom teachers, support staff, and administrators on the changes related to the MIS. In analyzing the findings, the authors used literature on accountability (e.g.,Marks & Nance, 2007), as well as an organization theory (Feldman, 2000) focusing on changing school routines. This theory provided a means to examine aspects of the existing attendance routine and changes that resulted from implementing the MIS. The findings suggest that harnessing technology may be more challenging and less predictable than expected because of technological glitches, implementation demands, and individuals acting to meet accountability goals. Here, the authors begin by describing how performance accountability has become a focus for public schools and which groups are held accountable for student achievement.