Abstract: In an era of increasing technology integration, students with special education needs have several ways to access the curriculum. In practice, however, students are often relegated to drill-and-practice through technology instead of true integration opportunities. This paper is written by two co-teachers (math and special education) with an ongoing desire to provide students with personalized, individual-paced instruction and mastery grading through the use of technology to allow all students access to higher learning experiences. The paper will discuss teacher barriers such as the management of the influx of data from using online math curricula with students, as well as the coordination of personalized learning. Additionally, larger-scale barriers such as perceptions of student abilities and student self-efficacy and motivations will be discussed.