This article presents results of a survey conducted in the spring of 2004 of practicing teachers in K–12 schools in Santa Clara County, California, also known as “Silicon Valley.” Exposure to technology in teaching preparation programs, knowledge of software applications, and constructivist beliefs were found to be positively related to more frequent use of technology by teachers, both for themselves and their students. Other factors such as availability of technical support also seem to affect frequency of technology use. It is argued that the individual teachers do not mainly determine technology integration in K–12 classrooms, even in technology-centric regions such as Silicon Valley, but that other technology-specific and contextual factors also play critical roles.