Barriers to technology integration are not a new phenomenon for educators, however resolving the issues surrounding the barriers necessitates the use of appropriate methods to accurately identify them. The purpose of this study is to investigate (a) whether or not Gilberts Behavioral Engineering Model is an appropriate instrument for identifying barriers to technology integration in an educational setting, particularly a public school and (b) can Gilberts Behavioral Engineering model be used in a public school to identify barriers to technology integration. The research and design methods were conducted in two phases. In Phase I, a model usability study was conducted through an online Cause Analysis survey based on Chevalier's updated model. The survey was administered to 80 teachers and four administrators in a public school. In phase II, two expert reviewers validated the process used to implement the Behavior Engineering Model. The data from the Cause Analysis indicated that participants believed there was a lack of financial and non-financial incentives for integrating technology and that the management and reporting system did not adequately track the use of technology. The expert reviewers both agreed that Gilberts model was implemented correctly identified barriers to technology integration and revealed a performance gap. They also agreed that Gilberts model is appropriate to use in a public school setting. / Ed. D.