This study employed qualitative and quantitative methodologies to investigate effective approaches to technology integration in teacher-preparation curriculum, incorporating credential coursework and field placements. The study emphasized collaborative efforts among colleges of education and K-12 districts, implementation of technological innovations within the context of the school reform, and the role of technology in cultivating students' higher-order learning faculties. The findings of the study revealed a peripheral role of technology in teacher preparation experience, insufficient students' exposure to technology integration, positive shift in student attitudes toward technology use, and the pivotal role of mentor teachers in technology integration at the field placement sites.