Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments.