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The aim of this qualitative exploratory case study was to examine middle school teachers' perceptions of the integration of technology into pedagogy. Data collection occurred from analyzing middle school teachers' experiences, observations, and motivation following a technological implementation initiative into pedagogy. The evaluation of the study data included the analysis of surveys and interpretation of in-depth interviews of teachers. A pedagogical focus on teacher integration of technology supported by the self-determination theory as the research study's theoretical framework examining human motivation was appropriated to the case study. As educational leaders face significant challenges in understanding the impact of teachers' perceptions of integrating technology into pedagogy, this study provides insight into confronting those difficulties.