In this study, research includes support for technology integration in the classroom. The National Education Technology Plan Summary (2010) included research to support the requirement of teachers to integrate technology into instruction. Teacher-education student programs need to include additional training for integrating technology into instruction while also supporting new pedagogies and student learning in the content areas (U.S. Department of Education, 2009). In this current research study, teacher-education concerns related to integration of technology into instruction, is measurable using the Concerns-Based Adoption Model (CBAM). The CBAM design is from Fuller and Case (1969) and modified by Hall and Hord in 2006. The research instrument includes demographic information such as student status and generational groupings. The researcher surveyed undergraduate and graduate teacher-education students, who were in the student-teaching phase of their program. The current research study includes concern perceptions related to student status and generational groupings, although there were no statistically significant differences across the concern levels. Generation Y participants were more receptive to the integration of technology into instruction than Generation X and Baby Boomers. [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.]