The purpose of this study was to examine variables related to teachers' perceptions of the impact of a one-to-one laptop program on learning. The participants were fifty-three high school teachers who taught at a school with a one-to-one laptop program. A mixed-methods design was implemented using a survey designed to determine the teachers' self-reported level of technology adoption, demographic variables, professional development needs, and perception of the impact of one-to-one laptop availability on student academic performance. Findings indicate that most teachers identified themselves as Early Majority Adopters. A significant relationship was not found between the demographic variables and the participants' perception of their level of technology adoption. An increase in the participants' self-perceived level of technology adoption was positively related to their belief that students' academic performance improved with the use of laptops. In addition, there was a significant positive relationship between the participants' belief that they had adequate professional development for incorporating the laptops in instruction and learning, and the belief that laptops assisted students with improving the quality of their work. While the findings are not generalizable, results suggest that school librarians must support one-to-one device implementation through student training, teacher professional development, and ongoing technical support.