The purpose of this study was to determine if modeling by university professors and practicum and cooperating teachers was related to preservice teachers' perceptions of their computer technology skills and if preservice teachers' use of technology in academic and other settings was related to those perceptions. Seventy-nine preservice teacher education students completed a survey of their training experience and computer technology skills at the end of the semester during which they completed their student teaching. Results suggest that the more extensively preservice teachers observe computer technology being used and the more they use computer technology in and out of the student teaching classroom, the more likely preservice teachers were to report competence in the computer technology skills. Preservice teacher gender was unrelated to perception of skill. What these findings suggest is that the more extensively preservice teachers observe models, and the more hands-on experience they have with computer technology, the more proficient they perceive their skills. A computer skills questionnaire is appended. (Contains 1 table.)