Inner city high school teachers in the Midwest United States lack expertise in integrating technology into their curriculum. The purpose of this basic qualitative study was to explore the experiences of inner city high school teachers in using technology-enhanced instruction to teach 21st-century skills in a public comprehensive high school in the Midwest. The technological pedagogical and content knowledge framework was the conceptual framework used to guide the study because it focuses on how teachers use both content and technological knowledge in their teaching. The research questions addressed inner city teachers' internal or external barriers that prevented them from integrating technology into classroom instruction and how their digital literacy played a role in integrating technology into the classroom. Data were collected from semistructured interviews with 13 high school teachers who volunteered to participate. The open coding process yielded four themes: teachers struggle with access and currency, teachers reported structural issues that hindered integration, teachers require knowledge about hardware and applications, and teachers require training on integrating existing technologies. Findings may contribute to social change by informing school administrators about providing professional development needs and additional technology training for teachers. Students may benefit if teachers use technology-enhanced instruction to provide students with 21st-century skills which better prepares them for college or career. [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.]