Incorporating technology into the physical education curriculum is becoming a popular strategy in which teachers can assess, motivate, and provide feedback to students regarding their physical activity participation during class. The purpose of this exploratory study was to gain a greater understanding of high school students' perceptions of using heart rate monitors during physical education class. Qualitative data were collected through focus groups with students who had utilized heart rate monitors during the previous year of physical education class. Data were analyzed through inductive content analysis. Three major themes emerged from the data and indicated that 1) the use of heart rate monitors to determine physical education class grades, 2) students' perceptions of fitness levels, and 3) the consistency with which physical education instructors used heart rate monitors all impacted students' perceptions of heart rate monitor use in physical education classes. The Self-Determination Theory was utilized as the framework for presenting findings. The implications of these findings for teaching professionals are discussed and explain how the use of technology may impact student perceptions of physical education classes and how these perceptions affect motivation. Future studies should address how technology use can be implemented to facilitate levels of intrinsic motivation in physical education students.