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Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.