In this article we present a model of content-area specific technology preparation. This approach was premised on the fact that even if preservice teachers know how to operate technology, they need help to understand how to flexibly incorporate new technology resources into their knowledge of a content area in ways that enhance student learning. Important factors for implementation success were our collegewide support for the model, technology-using K-12 teachers who facilitated technology integration into methods courses, and taking a content-area specific view of technology integration. We conclude that it will likely take a systemic view to implement a collegewide innovation of content-area specific teacher technology preparation, and that faculty would need motivation, opportunities, and support to learn. To sustain such a model would likely require it become a basic, underlying assumption of the program of teacher preparation.