The problem addressed by this study was that Title 1 high school Mathematics teachers are limiting technology integration in the classroom by using traditional teaching practices that decrease academic achievement, student engagement, and classroom climate. The purpose of this qualitative case study was to explore how Title 1 urban high school mathematics teachers perceive the role of technology integration on mathematics performance, student engagement, and classroom climate among Algebra 1 students in the Northeastern United States. I examined teachers' attitudes of high school mathematics teachers who were currently teaching Algebra 1 in a Northeastern United States urban school. The study focused on teachers assigned ninth-grade Algebra 1 in the first semester for the first time. The participants included 10 high school Algebra teachers from one school district in South Carolina. The data collection process included semi-structured interviews, focus groups, and a technology application survey lesson plan reviews with the participants. The findings from the study included that the teachers reported positive experiences of using technology in their classroom can provide students with real-world connections. Teachers also reported that the use of different technology devices can allow students to communicate with other students at their home school and other students in the United States and globally on different math concepts. I recommended further research studies be conducted due to the small sample size used in this study. Also, future studies could be conducted by using quantitative analysis to provide statistical data to understand statistical data on students' performance in Algebra 1 classes using different technology tools. [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.]