This qualitative study examined the ways in which technology has been integrated into teaching and learning practices at an academically high-performing technology magnet school. Although access to technology has significantly increased in K-12 schools in the last decade and a half, most research indicates the actual usage in most classrooms to be of a low-level (i.e. administrative, skill-drill, etc.) variety. This study seeks to explore how an urban elementary school identified for its high student performance as well as for its high use of technology has integrated technology into their teaching and learning practices. A survey of school staff, interviews with administrators and teachers, document analysis, and classroom and campus observations were used to triangulate the data, to determine the perceived impact of technology on student learning and the overall school climate. Three themes emerged from the study in response to the research questions: Seamlessness of the integrated technology, student connectedness, and integrated and on-going teacher training. Implications for educators include the necessity of structured technology implementation plans that are designed to meet the individual needs of the teachers. [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.]