This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment, inservice teachers outperformed preservice teachers on criteria measuring practical and pedagogical content knowledge about technology integration; however, preservice and inservice teachers scored similarly in their ability to make an instructional decision about technology. In addition, both preservice and inservice teachers demonstrated a lack of weighing competing options in the case and a lack of orientation toward reflective and adjustable practices. Overall, inservice teachers demonstrated consideration of a broader range of classroom- and school-level factors in making a technology integration decision. Understanding, capturing, and measuring these differences is essential to advance theory on the dimensions of technological pedagogical content knowledge, and how it develops in different teacher sub-groups to advance the work of teacher educators concerned with designing courses about technology integration appropriate to learners' needs. (Contains 4 tables.)