This study was developed to examine a university's preservice teachers' initial self-assessments of their use of instructional technology and perceived growth at the conclusion of an introductory course. Study results suggest students are confident in their abilities to use educational technologies and are reaching new stages in technology integration. However, students' reporting their intentions for future teaching indicates many do not believe the integration of educational technologies into the curriculum is worthwhile. They can "talk" about the benefits of using technology in teaching and learning environments but are not ready to move these ideas into practice. Hence, students in this study have not made second order changes with respect to integrating technology into the teaching and learning process. Efforts must be made to support students in making second order decisions. The implications of this as a broad teacher education issue are discussed.