Increased uses of educational technology by students and teachers in recent years have compelled elementary principals to expand educational technology resources and replace educational technology resources at the end of service life. The purpose of this study was to investigate strategies and practices employed by elementary principals engaged in leading the educational technology refresh process. Data collected for this qualitative, multi-site, descriptive case study occurred between November 2008 and June 2009. The study explored the educational technology refresh planning strategies of five elementary principals. Study participants were cited by members of their respective county education technology directors association as having directed recent best practice refresh projects. The study generated data pertaining to the refresh planning process, the influence of empirical data and best practice literature on the process, and the benefits of experience and collaboration in planning the process. The study also examined resistance to change and organizational turbulence created by the process. / Educational Administration