as laptops, phones, and tablets to school. The literature suggests that technological determinist assumptions may play a part in the thinking on this particular issue, as Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) claimed that BYOD initiatives are inevitable in schools. Technology leaders who had worked with implementing initiatives such as BYOD, or other innovative technology initiatives, including iPad initiatives, were considered as subjects for the qualitative study. During data analysis, an emphasis on preparing students with 21st century skills using technology emerged as a conceptual theme, and participants were approached who had been involved with leading and implementing 21st century skills in schools. In selecting the participants, the researcher, who serves as a Virginia school district technology director, leveraged professional relationships forged through educational technologyemerging theory prompted the researcher to pursue interviewing additional subjects to build the abstract concepts. The data analysis led to additional data collection, to seek out data from other sources that might be conceptually relevant. Data collection continued until theoretical saturation had been reached, and 31 subjects had participated in the study, including 15 technology directors and 16 instructional technology specialists. Among the 31 participants, there were 17 men and 14 women, from 19 school districts from different geographic areas of the state, including 133 Central Virginia, Southside, Hampton Roads and the Virginia Peninsula, Northern Neck and Middle Peninsula, Northern Virginia, and Southwest Virginia and the foothills of the Blue Ridge Mountains. Both city and county school districts were included. A technology leader from one of the Governor's