Recognising the growing demand for digital skills in the 21st century, the Ministry of Education (MoE) introduced a Digital Technologies (DT) element to the Technology Curriculum in 2018, aiming to equip students with the knowledge and capabilities to thrive in a technology-driven world. However, the implementation of this new curriculum, mandated to start in 2020, presented challenges for schools, leaders and teachers, particularly regarding teacher confidence, skill development, and pedagogical approaches. This thesis examines the implementation of the digital technologies content of the New Zealand Technology Curriculum (DTC) in New Zealand middle schools, specifically focusing on how schools can effectively implement DT programmes. The research adopts a qualitative, interpretivist, collective Case Study approach, focusing on two middle schools in the Waikato region. Data was gathered through focus groups, document analysis, classroom observations, and interviews with teachers and leaders at the participating schools. This data was then analysed thematically. The findings highlight the crucial roles that both school leaders and teachers play in the effective implementation of DT programmes. The research identified two central themes: ‘Leaders as Catalysts for Digital Advancement’ and ‘Teachers as Digital Technologies Champions’. Leaders were found to catalyse digital advancement by: • Establishing clear goals and expectations. • Allocating resources strategically. • Attending to their own learning. • Supporting teachers to build their confidence and competence in DT. Teachers, in turn, championed successful DT programmes by: • Understanding and responding to the rationale and purposes for digital technologies. • Demonstrating learning dispositions towards innovation and change. • Deliberately utilising a range of DT tools. • Leveraging pedagogical strategies to enhance engagement and achievement. The research emphasises the importance of aligning leadership actions with teacher needs to create a supportive environment for DT implementation. Furthermore, a Digital Technologies Content Implementation Tool (DTCIT V2) has been proposed, through partnering the findings of the study with the TPACK model and other scholarship. Literature suggests that the challenges associated with implementation of the DTC – confidence, skill and pedagogy, can be addressed through teachers developing their content knowledge, technological knowledge and curriculum integration. The findings highlight the need for ongoing, tailored professional learning and development (PLD) opportunities to address teacher anxieties and build confidence and competence in delivering the DTC. It is hoped that the findings of this research will assist teachers and leaders to move through the challenges of implementing the DTC and develop effective Digital Technologies programmes for their learners.