This study investigated the gap that exists between the technological knowledge and skills preservice teachers possess and their confidence in using them to successfully integrate technology in their classrooms. Specifically, this study addressed whether a model of instructional delivery using the integration of technology practices into the elementary method courses for preservice teachers positively influenced their self-reported confidence level and their use of technology in the classroom as student teachers. A time series analysis with repeated measures using a single-group design was conducted with a group of 26 self-selected preservice teachers. The technology instruction in the method courses occurred in the first semester (Phase One) and student teaching occurred in the second semester (Phase Two). The findings indicated the preservice teachers' confidence level in integrating specific technologies into their teaching practices increased over the two semesters they were involved in this study. Furthermore, the findings revealed that 574 Pope, Hare, and Howard the preservice teachers demonstrated a higher use of the technologies in which they had more confidence and with the technologies that their supervising teachers used in the classroom. Providing experiences for the preservice teachers to use the technologies while student teaching and to see the technologies being modeled, continued to increase the preservice teachers' confidence and use of the technologies.