This article outlines how research, theory, and policy are converging toward a shift in preservice teacher technology preparation and offers "Technology Infusion" as a promising new paradigm. In technology-infused programs, preparation strategies extend beyond the stand-alone technology course to help novice teachers develop digital-age skills in deep and meaningful ways throughout all their coursework and clinical experiences. To date, only a few colleges of education have attempted to adopt technology infusion, but there is a growing body of literature dedicated to conceptualizing the idea. To support the implementation of this paradigm, the authors review and synthesize existing literature related to technology infusion. Results from this effort are presented as 10 characteristics of technology infusion along with indicators signifying that the characteristics are in place. The article concludes with suggestions for future research and development related to technology infusion.