The purpose of this qualitative, embedded descriptive case study was to describe and identify Sedgwick High School’s teacher and student perceptions of the impact of one-to-one laptop computer access using an appreciative inquiry theoretical research perspective and the theoretical frameworks of change and paradigm shift. Data were collected through focus groups, as well as administration of the Left-Hand Right-Hand Column Case Method (LHRHCCM). Data were analyzed using the comparative analysis matrix method. Analyzed data revealed six salient findings: (1) Students functioned in the capacity of teacher, (2) technology changed the way teachers and students communicated, (3) the culture of the classroom dynamics between teacher and student changed, (4) technology made learning enjoyable for students, (5) teachers and students believed immersion in a technology-rich learning environment created advantages for student success after high school graduation, and (6) teachers believed access to ubiquitous technology created new challenges for maintaining student engagement in the learning process. Five findings suggested technology had changed teaching and learning and helped to create a paradigm shift in the teacher and student roles. One finding revealed challenges.