Abstract: This mixed methods multiple case study explored middle school social studies teachers’ instructional use of digital technology. Findings from this study indicate that the participant teachers viewed technology integration as being beneficial for their students’ future success. However, their practice did not reflect this importance. The participant teachers largely used available classroom technology for teacher-centered activities, including information gathering and presentation. Students were rarely engaged in higher-order thinking tasks using the available technology. The participant teachers identified a number of barriers to their technology integration, primarily equipment functionality and availability. Despite the widespread equipment concerns, two teachers utilized the school’s available technology to engage students in student-centered instructional activities. The Technological Pedagogical and Content Knowledge (TPACK) conceptual framework can be used to examine why these teachers used technology differently than the other participant teachers.