The current study sought to understand the mechanisms that facilitate improvement in preservice teacher attitude toward instructional applications of computer technology. Participants comprised two groups: education students whose use of WebCT was required for completion of course assignments (n = 42) and education students whose use of WebCT was entirely optional (n = 82). All students made pre- and postcourse ratings of the perceived value of instructional technology. Across groups, positive changes from pre to postcourse occurred on seven of the ten items that evaluated attitude toward instructional technology. Additionally, students required to use WebCT showed a greater overall change in attitude from pre to postcourse and made greater use of optional online course material relative to those whose use of WebCT was optional. Requiring the use of technology in course work may generate favorable attitudes toward technology and thereby foster greater utilization of other available computer-based applications.