This quantitative research collected information from secondary mathematics educators about their self-efficacy on technology use, their technological, pedagogical, and content knowledge (TPACK), and their level of technology implementation according to the levels on the SAMR model. These four levels are Substitution, Augmentation, Modification, and Redefinition. Data were gathered from an online survey distributed to teachers in the northeastern part of the United States. The study investigated the relationship between teachers' technology self-efficacy and TPACK knowledge as it relates to the depth of technology implementation. Data gathered from the scaled questions on the four part questionnaire were used to give each teacher a technology self-efficacy score (ETSES), a TPACK score, and a SAMR model score. Pearson product correlation tests and linear regression analysis were used to look for relationships between scores. Results revealed a statistically significant relationship between teachers' ETSES and SAMR model scores with r = 0.60 (F(1, 115) = 63.63, p < 0.001) as well as TPACK and SAMR scores with r = 0.54 (F(1, 115) = 46.14, p < 0.001). The higher a teacher's technology self-efficacy or TPACK knowledge, the more inclined they are to implement technology. Findings show teachers are implementing technology as enhancements through substitution and augmentation of instructional strategies more often than transformative ways which modify or redefine the classroom experience. Results from the research inform educational leaders on areas of need for coaching and instruction to improve technology self-efficacy and TPACK knowledge and to update instructional methods for incorporating effective technology. [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.]