The use of so-called, "smart-classrooms" or "e-classrooms" where students have wireless access to the internet, electronic projection and display systems, laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional content areas. This study explored the attitudes and beliefs of a group of elementary-level teacher candidates' and their instructor towards the use of technology in relation to their teacher preparation program and their instructional practices as classroom teachers. Participants' experiences working with information and communication technologies in their practicum classrooms were also explored as a means of understanding the instructional issues and concerns associated with learning to work with technology in the classroom. Findings are associated with participants' beliefs and concerns about working with technology, disillusionment about the actual status of technology in the classroom and their views of professional responsibilities and additional duties associated with the use of technology.