A successful technology integration practice depends on both individual levels of teaching expertise and the socio-context in which the teacher lives. In this article, the researchers present a case study of an exemplary female teacher using technology integration in the context of an elementary school in China. Multiple sets of data were collected to examine the teacher's exemplary practice, perceived benefits, concerns, and visions about technology integration in Chinese classrooms. Researchers then investigated how the Chinese culture as a contextual factor affects teachers' technology integration practice. The teacher's technology integration experience was significantly modulated by the social context. Policy makers of technology integration should give significant consideration to this underlying factor.