This study examined changes in teachers’ perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior but not in internal barriers. However, person-centered approaches revealed that perceived changes in external barriers significantly predicted nuanced changes in the patterns of teachers’ educational digital resource integration and their beliefs about technology. As teachers perceived a stronger technology vision and commitment to professional development in their school environments, their personal practices and beliefs shifted together.