The purpose of this exploratory study was to examine the perceptions of technology integration by 90 entry level students in a teacher education program. During their field experience placement, candidates observed teachers' integration of technology in the classroom. During the final week of observation, the candidates completed a modified version of BETA 04-05 Teacher Survey (Biennial Educational Technology Assessment). The BETA Teacher Survey is a self-report online instrument developed by eTech Ohio (2004) to assess how technology supports classroom curricular needs. Demographic information was reported and the second part of the survey identified strategies for technology integration. Candidates ranked the frequency of technology use by K-12 teachers and students in the classrooms. A university statistician unfamiliar with the candidates or the course analyzed the data statistically using the SPSS software program. Results indicate that teaching experience had a significant effect on use of technology for data manipulation/organization because teachers with less experience were more apt to use technology for data management. This study illustrates that if teachers possess the requisite technology skills they are more likely to integrate educational technologies in their instructional repertoires which can enhance the learning of all students. It also sheds light on the impact of technological advancements in a variety of academic environments and areas as well as how changes in practice are occurring (or not occurring) in these settings. It is imperative that teacher education ensure that preservice candidates are indeed provided the opportunity to explore and develop effective uses of technology in K-12 classrooms. Additionally, teacher education must promote technology use in authentic contexts through curriculum-based, technology-enhanced field experiences.