New technologies emerge frequently. Administrators and teachers have to decide which technologies are worthwhile investments of both limited funds and instructional time. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that will help students adapt in the changing working environment of the future. These skills resemble the National Association for Gifted Children's program and teacher preparation standards. Qualitative research was conducted to determine if teachers of the gifted and talented use technology to provide differentiated instruction and to promote student learning of 21st century skills. A multi-case phenomenological study examined how teachers of the gifted and talented use and shape technology experiences with students, and the extent to which they differentiate technology lessons with respect to autonomy, complexity, instruction in technology, and ability level.