This study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program. The 5-year study addressed two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning? (b) To what extent did K-12 students use technologies as a result of preservice teachers' instructional designs? In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the "National Educational Technology Standards and Performance Indicators for Teachers" (ISTE, 2000) and "National Educational Technology Standards for Students: The Next Generation" (ISTE, 2007). Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students. Approximately 50% of the work samples and reflections documented K-12 students' use of technology in the areas of creativity and innovation, communication and collaboration, and research and information fluency. There is little evidence that K-12 students used technology to support critical thinking, problem solving, and decision-making.