Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and much easier to use today than they were in years past. The convergence of these factors has facilitated the inclusion of digital storytelling in pre-service educational technology courses. Some researchers have expressed concern over the tendency to approach technology instruction with an emphasis on learning to use the technology tool itself over careful consideration of the educational value of the tool, speculating that such approaches are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework that examines the complex relationships between content, technology and pedagogy. With emphasis on the development of Technological Pedagogical Content Knowledge (TPCK), the model reframes the approach to educational technology courses for pre-service teachers. This case study illustrates the application of the TPCK conceptual framework to a digital storytelling project in an undergraduate teacher education course.