Teachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The problems that the teachers faced in the processes of technology integration were mostly related to issues connected with the access to technology and technology proficiency.