The need for rigorously developed measures of preservice teacher traits regarding technology integration training has been acknowledged (Kay 2006), but such instruments are still extremely rare. The Technology Integration Confidence Scale (TICS) represents one such measure, but past analyses of its functioning have been limited by sample size and isolated to pre- and post-course administrations during a single semester. This article describes new Item Response Theory analyses of multi-semester TICS data and a) finds the TICS to function very well, b) finds that TICS scores remain consistent from semester-to-semester, and c) informs how the TICS should be revised to reflect the 2008 edition of the National Educational Technology Standards for Teachers. (Contains 5 tables and 1 figure.)