This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology such as computers, WiFi, electronic whiteboards, virtual learning environments and presentation software was commonly used, but more advanced or innovative technology was less common. In addition, the psychological Integrative Model of Behavior Prediction of Fishbein and Azjen was applied to explain differences between teacher educators in the use of both hardware and software in teacher education. Teacher educators' positive attitudes toward technology in education were significantly related to the extent to which hardware facilities were used to support teacher training pedagogy. Perceived norm largely explained differences in the extent to which software applications were used. However, both aspects were moderated by teacher educators' gender and teaching experience showing that female teacher educators and experienced teacher eduactors reported to use technology in teacher education more than other teacher educators. Soft- and hardware conditions and self-efficacy in technology did not add much explanatory power. Implications for technology use in post-graduate teacher training are formulated.