Data comparing the effects of traditional lectures and instruction paired with video anchors on test scores of general education and special education preservice teachers are presented. The sample in both the experimental and control groups included a mixture of preservice teachers including those beginning a general education early childhood program and those beginning an early childhood special education program. Preservice teachers received traditional lecture-based instruction and video enhanced instruction focused on an introduction to using assistive technology with children who have disabilities. Multiple-choice and essay format pre-tests, post-tests, and follow-up tests were administered to general education and special education preservice teachers receiving traditional and technology-enhanced instruction to assess preservice teachers' baseline knowledge, immediate acquisition of new information, and maintenance of knowledge. Results revealed somewhat different within-group patterns as well as important between-group patterns. Although no differences between the two groups on the post-test immediately following the lectures was noted, the technology-enhanced instruction group out-performed the traditional instruction group on the eight-week follow-up test. Implications for future research are discussed particularly in light of teacher preparation programs for early childhood educators. (Contains 3 tables and 2 figures.)