The purpose of this quantitative study was to examine junior high school teachers' beliefs about the use of technology in their pedagogy and classroom practices and the relationship between teachers' beliefs and technology use. The population consisted of all 2006-2007 junior high school teachers from a large school district in the western part of the United States. Data were gathered using a survey instrument. The instrument addressed teachers' beliefs about technology, technology use, confidence in technology use, teachers' experiences and philosophies in using technology in the classroom, technology availability, and barriers to integrating technology in teachers' pedagogy and classroom practices. A survey instrument was used to address questions relevant to teachers' beliefs and confidence levels about technology. The purpose was to gain an understanding of teachers' integration of technology in their practices. Descriptive and correctional statistics were employed in this study. The correlation analysis was used to test for relationships stated in the null hypotheses: (a) extrinsic barriers and (b) intrinsic barriers. Multiple correlations were computed and tested for significance. The 201 teacher participants who responded to the survey had a higher than expected belief in the importance of integrating technology in their classroom practices. The teacher participants indicated they felt well prepared to use technology in their curriculum and were able to overcome the typical barriers to technology use. The teacher participants overwhelmingly indicated that technology has considerable potential (a) for changing the way content material is taught, (b) for maximizing student learning, and (c) for allowing students to accomplish and construct all types of activities. The participants in this study supported constructivist pedagogy when referring to technology use in their junior high school classrooms.