The purpose of this mixed methods research study was to gain a deeper understanding of the type of leadership supports, practices, behaviors, and vision exhibited by principals at high performing, high technology integration, and successful schools. Additionally, the study included principal and teacher perspectives on how the implementation of technology was employed in a manner that supported the development of student higher order thinking skills. A total of 164 teachers and 20 principals participated in the survey. The survey consisted of 62 questions, with a combination of Likert, multiple response questions, and open-ended questions. From those, six teachers and six principals participated in either the principal or teacher focus group. One area uncovered by this study was soft skills used by leaders to encourage teachers. At the forefront is a leader’s vision, one that integrates a strategic purpose within a constructivist approach. The vision determines the types of behaviors, practices and supports provided to teachers. Through this research, a framework emerged conceptualizing how a leader leverages the use of technology to develop critical thinking skills. This study offers practical strategies for school leaders and districts that may be applied if they want to move toward a successful technology integration student-centered model.