One growing trend in school districts is to replace more traditional library instruction classes with technologically integrated instructional design methods. However, little is known about the curricular impact of the shift from traditional library classes to technology/media classes, including teachers' reactions to that shift. This case study both compared the traditional and media-based library classes in one Northeastern U.S. district and examined underlying teacher perceptions of this reform. Conceptual frameworks included Bloom's taxonomy and Vygotsky's social cultural theory. Participants were 164 district teachers. Data sources included a survey of all participating teachers, follow-on interviews with 9 teachers, and the content of the two curricula used. Analysis included descriptive analysis of the survey and identification of both interview patterns and themes and Bloom's knowledge level taught in each curriculum. Data indicated that some teachers had concerns about the use of technology and media resources in place of library resources. Teachers reported in part that their concern related to a limited number of literary offerings available within technology and media programs in comparison to traditional library programs. In addition, both teacher interviews and the review of curriculum indicated students did not have access to resources that supported expanding their literacy and higher order thinking skills. Both of these concerns were supported by the comparative curricular analysis. This study contributes to positive social change by allowing administrators to plan for student success through appropriate incorporation or supplementation of technology into library sciences environments.