Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare preservice educators to implement successfully 21st century skills into their teaching. Preservice education researchers who have developed Technological, Pedagogical, and Content Knowledge (TPACK) models have not integrated the motivation construct. For understanding human behavior generally and learning behavior specifically, motivation has been identified as a key construct. Researchers developed a motivation model that combined Ajzen's theory of planned behavior with Ryan and Deci's self-determination theory. However, they did not integrate a valid measure of a learning behavior construct into their model. Consequently, an opportunity exists to begin synthesizing the TPACK model and motivation model. The purpose of this quantitative study was to examine the relationship between TPACK competencies and motivation of Millennial preservice teachers at a small rural university in Montana in order to improve learning behaviors. The 85 participants were Millennial preservice teachers from one small rural university in Montana. For the 21 correlational relationship hypotheses, seven null hypotheses were rejected. For the seven predictive relationship hypotheses, none of the null hypotheses were rejected, indicating that there were no predictive relationships between all three independent variables and the dependent variable. Consequently, to answer the seven research questions, there was only a limited relationship between the three motivation variables and the seven TPACK competencies variables, among a sample of Millennial preservice teachers at a small rural university in Montana. For practitioners, the researcher recommended that instructors of preservice teachers and preservice teachers should begin to consider the role that motivation plays in learning and how motivation affects specifically technology domains, pedagogical domains, and content domains. Learners in these knowledge domains may be motivated contingently such that either intrinsic motivation or extrinsic motivation works better sometimes, but not all the time for a specific knowledge domain. [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.]