This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The research utilized an exploratory case study design to gather data. The sample comprised 12 teacher-participants and one principal at an institution in an urban setting. Data collected through interviews and observations were analyzed using constant comparison. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others. Implications of this study provide insights into factors influencing teacher adaptability in the Jamaican context, and recommend strategies beneficial to educators, administrators and Ministry of Education officials.