Abstract: Researchers will share results of a study that examined perceptions, attitudes, technology proficiency, age, and years of service of early-childhood teachers’ and the impact of those factors on educational technology use in early-childhood classrooms. While the 21st century catapulted classrooms into the technology age there needs to be balance between traditional teaching methods and use of developmentally appropriate technology in early-childhood classrooms. A mixed-methods design provided insight into teachers’ perceptions, attitudes, and proficiency of technology use in early-childhood classrooms as compared to age and years of service. Outcomes indicated early-childhood teachers with more years of service were more likely to feel confident in technology proficiency, resulting in higher classroom implementation. Results indicated that as an early-childhood teacher’s technology proficiency increased, attitudes towards technology increased. Participants shared a commitment for ensuring technology was developmentally appropriate and believed quality instruction should be the primary focus in early-childhood classrooms. The study emphasized that regardless of years of service, teachers must feel competent in their abilities to use educational technology.