This phenomenological research study explored how teachers perceive technology integration in their classrooms and examined factors contributing to teacher reluctance and apprehension toward technology integration. This study centered on teachers' perceptions of the learning management system (LMS) Google Classroom. The problem that this study addressed is how to enhance the technology integration process for teachers. This study's conceptual framework is based on the self-efficacy theory and the technological pedagogical content knowledge (TPACK) model to better understand teacher perceptions of technology integration. This study took place in a Montessori-based independent school and involved ten third-eighth-grade educators. During this study, a qualitative method approach was used to collect data. The participants took part in virtual interviews via Zoom to answer 26 open-ended questions to capture participant data. The findings presented the four significant themes of pragmatism, cognizance, optimism, and apprehension, along with several subthemes. The results indicated that educators need support in establishing a more balanced approach to integrating technology into the classroom. Participants noted a lack of time as their primary challenge when it comes to technology integration. The research also shed light on educators' need for LMS training and/or professional development. [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.]