In order to better prepare preservice teachers to teach with technology, this study examines the current practices and barriers in technology implementation in three teacher education programs. This multiple-case study relied upon site visits, observations, in-depth interviews with faculty, staff, and preservice teachers, and examinations of artifacts. Data analysis was performed both within case and across case. Findings showed that the lack of a systematic implementation in each program resulted in inconsistent technology integration across the programs. A variety of interrelated factors influenced or hindered technology implementation, including levels of integration, administrative support, faculty development, technology support, funding, and technology access. However, the most significant hindrance was the faculty attitudes and pedagogical beliefs at each program. This research outlines recommendations for teacher training programs to support and strengthen their strategies and their integration of technology.