The purpose of this transcendental phenomenological study was to understand the phenomenon of novice elementary teachers’ sense of preparedness incorporating technology into instruction within South-Central Pennsylvania school districts. The theory guiding this study was Albert Bandura’s theory of self-efficacy as it relates to novice elementary teachers’ self-efficacy and perceived preparedness with incorporating technology into instruction. The qualitative research method was used along with a transcendental phenomenological approach to understand the phenomenon. The participants included 11 novice elementary educators employed within the South-Central Pennsylvania school districts that have had previous experiences with the phenomenon. The three data collection methods that were used included individual interviews, focus group discussions, and letter writing samples. The data was analyzed using preliminary jottings, coding, triangulation, and member checks. Five themes emerged: (1) barriers of technology use, (2) relevant coursework, (3) student teaching and practicum, and (4) need for professional development support. Each of these themes aligned with the studies central research question and sub-questions. The findings revealed areas of support that teacher-education programs and school districts can provide to better equip educators with the implementation of technology into instruction.