Policymakers agree a key objective of instructional technology research efforts must be to help ensure the 2.2 million new teachers needed in the next decade have the skills to select and use instructional technology effectively. This research study supports the work of teacher educators who took a critical and systematic look at how their early childhood/elementary program prepares its teachers to meet current technology standards (ISTE, 2000). A unique part of the program is the absence of stand-alone technology courses in favor of total integration of technology into the other courses. The purpose of the study was to assess the effectiveness of technology infusion in the initial certification program for 43 early childhood/elementary teachers. The focus was on technology skills that prospective teachers should develop prior to student teaching. A mixed-methods approach to data collection garnered information from faculty, course syllabi, and preservice teacher self-assessment surveys. Confirmation of findings was evident across the data sources. Results indicate the effectiveness of integrating deliberately scaffolded hands-on experiences and increased modeling of technology to elevate future teachers' ability to select and use appropriate technologies in the instructional setting.