Preservice teachers need both awareness of and skill with the latest digital technologies in order to use these tools effectively in their teaching. Historically in our university, this preparation has been reserved for a stand-alone information technology course focused on learning how to use various computer-based programs. However, more direct experience in subject-specific pedagogy courses is necessary to develop a deeper understanding about how a technology-rich environment can help to develop subject-specific knowledge. The study reported here examined the influences of two technology-infused social studies pedagogy courses on students' perceptions about why, when, and how most effectively to infuse technology in their teaching of social studies and their feelings of preparedness to use those technologies.