Teachers in a rural southeastern state school district are not integrating technology in ways that provide students with engaging technology-based learning experiences. This study explored teachers' current technology-based instructional practices based on the substitution, augmentation, modification, and redefinition (SAMR) model. This research study was guided by three research questions focusing on how elementary teachers integrate technology in their instructional practices, the levels of SAMR being implemented by elementary teachers, and the SAMR levels of students' technology-related assignments. The study was conducted using an instrumental case study design, and data were collected through interviews, observations, and lesson plans for 12 elementary teachers. Data analysis was performed using a priori and inductive coding to generate themes. The findings revealed that though teachers are integrating technology, integration is typically more teacher-centered or at the substitution and augmentation levels when student-centered. Based on the results, a 3-day professional development workshop was created for teachers with a review of the SAMR model and methods to shift their instructional practices to higher levels of the SAMR model. This study promotes positive social change by providing technology-based professional development opportunities for teachers in the local district that encourage them to use technology resources to increase student engagement and transform student learning.