The purpose of this quantitative study was to investigate the perceptions of sixth, seventh, and eighth grade teachers in Tuscaloosa City Schools in relation to technology-enhanced practices and student engagement as a result of the "Digital Transformation Initiative". The Pre-service Teacher's Knowledge of Teaching and Technology TPACK survey (Schmidt et al., 2019) and the R.A.T. Framework Dimensions (Hughes, 2005) were utilized to conduct the study. The population for this study included 143 sixth, seventh, and eighth grade teachers from all subject areas in the Tuscaloosa City Schools System in Alabama. Sixty-eight teachers responded to the survey, two declined to participate, and one was excluded from the analysis due to incomplete responses. The number of participant responses varied per survey item; thus, only the responses of participants who completed survey sections in full were reported or analyzed. Descriptive statistics were utilized to conduct an analysis on teachers' perceptions of their technological pedagogical knowledge, technology-focused professional learning, and level of technology implementation based on the R.A.T. Framework. The data were analyzed using a Pearson r test. Results from the Pearson r test revealed that the participants' scores for teachers' perceptions of their level of pedagogical methods as related to the R.A.T. Framework had a significant positive correlation with their perceptions of the level of student engagement as related to the R.A.T. Framework. Emerging findings were: a) the level at which participants implemented technology in the classroom was slightly below the limit to achieve amplified student engagement at Level 2 within the R.A.T. Framework, and b) participants reported a slightly higher than moderate proficiency when using strategies that combine content, technologies, and teaching approaches acquired through professional learning. Implications noted include the need for sustained and content-specific technology-focused professional learning workshops that provide teachers with the time needed to develop new technology-enhanced curricula. Future areas of research should include a mixed methodology study to include teaching observations and interviews with instructional technology coaches. Qualitative data could provide perceptions and insight of teachers' technology-enhanced teaching practices, technology-infused instructional practices, and technology-focused professional learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]