The purpose of this transcendental phenomenological study was to understand how in-service teachers with 3 to 5 years of experience perceived staff development related to the integration of twenty-first-century technology. Twenty teachers from southeastern North Carolina were selected. This study attempted to describe: How do third- through fifth-year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first-century technology into their instruction? Interviews, and a focus group, were utilized to identify themes that described participant perceptions of staff development regarding the integration oftwenty-first-century technology. Participants reported that: (a)they were more effective teachers due to staff development and (b) staff development seemed to lack focus and purpose. In turn, the identified themes were used for developing a list of best practices as articulated by the participants.