Visual arts is a process-oriented discipline that fosters creativity and exploration in participants. The process of infusing technology into this field is presenting various challenges to visual arts instructors. Visual arts have withstood a progressive occurrence of complications from the upsurge of technology inclusion in the curriculum. This phenomenon has generated a desire in the field for investigations into the relationships found among visual arts and technology The purpose of this multiple case study was to explore the teaching practices of nine K-12th grade visual arts facilitators and observe their actions relative to technology inclusion. Nine certified visual arts teachers were interviewed and their responses transcribed, coded, and divided into three sections. This process aided the researcher in analyzing the data and answering the research questions. The visual arts teachers in the study discussed their feelings of apprehension and concern for effective technology integration into their visual arts curriculum. Data collected from the visual arts teachers' interviews concluded that principals, superintendents, and state level policy makers need to take steps to ensure that visual arts teachers are receiving the professional development needed to successfully and effectively implement technology into their curriculum with little to no apprehension. Researchers have not examined the effect limited instructional time, large student to teacher ratio, and limited funding has on technology integration in the visual arts curriculum; it is imperative to explore this area.