This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’ technology use in the language classroom in their first two career-entry years. The longitudinal interview study reveals that these teachers went through a developmental trajectory of technology use towards using it for more diversified instructional purposes and with a greater orientation towards student learning over the years. The study also finds that the teachers’ developing understanding of technology use intertwined with their growing teaching competency and identity. It further finds that school culture not only had a direct influence on their technology use but also moderated the influence of teaching competency and identity on the nature of this technology use. This study concludes with suggestions for promoting research on the support needed for beginning teachers and the school culture in technology use.