Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. The present study examined the effects that receiving direct instruction at the university level on the topic of technology integration into the classroom had on teachers' ability to integrate technology into their curriculum and classroom practices. The sample for the current study was comprised of 17 individuals who were either current students or graduates of a master's program who had completed the course: Introduction to Utilization of Technology in Classrooms. Results indicated that participants demonstrated an ability to integrate technologies at higher levels than determined by previous research across two of the four scenarios presented. The content of the two scenarios that were found to be significant indicates that while the participants have considerable knowledge relative to technology, they are not as proficient at transferring such knowledge into instructional practices. These findings and implications are discussed in light of changing practices in higher education.