Studies indicate there is a wide range of technology utilization among educators today, however a significant percentage of teachers underutilize the available technology. This mixed method descriptive study sought to identify factors influencing technology use during instructional time. Survey data was collected in two Hartford County, Connecticut school districts from 1,049 pre-school through high school educators, special area professionals, special education teachers, and administrators. In addition, 10 educators were interviewed regarding factors influencing their use of technology, and another 15 participated in 3 focus group sessions. Qualitative and quantitative data were collected concomitantly to deploy a concurrent triangulation strategy to cross validate results. Descriptive statistical analyses of the survey data were segmented by teaching level, and an inductive coding approach was used to interpret the interview and focus group data. As transcript data was coded for perceived barriers, themes emerged and recurrence of those themes in the data was quantified and contrasted to the survey data. For elementary educators, the data indicated that while most participants felt comfortable with their technology skills, their main barriers to technology integration were time constraints and lack of background knowledge regarding integration of technology into the curriculum. Technology barriers for grade 6-12 educators were primarily inadequate lab time and insufficient software pertaining to their subject matter. Technology is increasingly essential to educational environments, and this study enhances social change by identifying common barriers to its effective integration into the curriculum by informing more effective planning and professional development programs. Changes which in turn can help students learn, grow and more effectively realize their potential.