This quantitative research paper will explore primary school teachers? perceptions on the Bring Your Own Device (BYOD) trend within education for teaching and learning in Trinidad. This paper will further explore how teachers approach the use of BYOD in their classroom, and the current successes and challenges experienced as they use various devices for teaching and learning experiences. Given the popularity of a wide range of ICT technologies, teachers have been required to change their pedagogical practices to include ICT in their learning experiences. Previously, the trend was basically the use of computers and the Internet within a computer lab, but now students come to the classrooms knowing how to use devices such as tablets, smart phones and gaming consoles. Therefore, 21st century learners expect to bring and use their personal devices into the classroom during learning experiences(Prensky, 2001; Prensky, 2005; Prensky, 2010). Within Trinidad and Tobago teachers and students utilize these ICT devices outside of the classroom and are connected socially via Facebook, twitter and various public networking applications. However, the transition to schools employing the BOYD initiative within the school seems to be sporadic and prudent in some instances. Teachers, in particular, are familiar with the latest ICT device trends and have even adapted to using ICT to prepare for their classroom lessons, but rarely promote BYOD within the classroom during their learning experiences. This paper is also focused on the continued promotion of 21st century skills paradigm within education and the Anchored Instruction theory (Bransford et al., 1990) because the overall aim is to expose policy makers and educators to a clearer understanding of how learners? needs may be met in technology-rich environments within the primary school.