This qualitative study examined the influence of technology-based internships on teachers' instructional decision-making during their first year in the classroom. Field experiences offer preservice teachers opportunities to observe and practice teaching, yet they rarely target technology. Using a case study design, this study explored the influence of a technology-based field experience on teaching practice during the first year. Findings from the study indicated that the technology internship exposed participants to such realities as time and classroom management, adaptation to available technology resources, and introducing new tools to students.