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Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was to describe the perceptions and experiences of teachers who participated in a 1:1 teacher laptop program at an international school in relation to teachers' technology efficacy. The study was framed through the model of adult learning proposed by Knowles and the construct of self-efficacy posited by Bandura. Thematic analysis was used to analyze data. Findings from this study identified 7 overarching themes: access to the teacher laptop, change in practice, support structures, concerns and barriers, attitude towards technology, self-directed learning, and perceived value. Interpretations revealed that while participants were positive about the program and acknowledged that the program helped raise their technology efficacy, participants also shared concerns. This study adds to the body of knowledge for an understudied topic and provides teachers a voice to influence implementation fidelity. This study also contributes to social change by adding a global perspective through experiences at an international school to inform school leaders to prepare teachers to use technology effectively to improve student learning.