In this study, we examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association. Participants included 294 undergraduate students from a private university in the Southwest. Results revealed that policies encouraging technology use for educational purposes are related to all three dimensions of teacher credibility (i.e., competence, character, and caring), whereas failing to establish clear technology policies is associated with reduced credibility. Further, teacher power mediates the relationship between perceived teacher technology policies and perceived teacher credibility. Results suggest that instructors should have clear technology policies in place, regardless whether the policies permit or restrict wireless communication technology in the classroom. (Contains 2 figures and 3 tables.)