With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. …