This study identified the problem solving strategies used by students within a university course designed to teach pre-service teachers educational technology, and whether those strategies were influenced by the format of the course (i.e., face-to-face computer lab vs. online). It also examined to what extent the type of problem solving strategies and/or course format was correlated with students' expressed level of confidence and competence to integrate technology into their future classroom settings. Data was extracted from surveys of over 1,500 students who had taken the educational technology methods course during one of nineteen semesters at a Midwestern university. Results revealed the vast majority of students in both the face-to-face and online sections of a technology methods course felt they could integrate technology into their teaching, teach such technology to others, and use technology in their future teaching (technology competence). However the online students had significantly higher self-reported levels of technology competence. Significant differences were found between face-to-face and online students in the problem solving skills used while taking the course. However, there were no differences in problem solving methods for specific tasks. Small predictive relationships between technology competence, technology use confidence, problem solving skills, and course format were found. (Contains 9 tables.)