This study was conducted in order to assess the level of assistive technology knowledge and skills among general education majors in a southwestern university. Eighty-five pre-service teachers were recruited for the study. These consisted of student teachers, practicum students, and individuals working toward licensure. A questionnaire was developed and delivered both by hand and via e-mail. The majority of responses were from the hand-delivered surveys. Edyburn's change process framework (2003) was used to assess level of proficiency regarding assistive technology knowledge and skills. Results revealed that pre-service teachers followed the expected order described in Edyburn's framework. Personal experiences were related more to knowledge and skill levels than professional preparation experiences. Study conclusions suggest that teacher preparation programs should require more training or coursework that involves a hands-on experience approach to better prepare prospective teachers for the use of assistive technology in inclusive educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]