Classrooms full of "digital natives" represent the norm in U. S. schools, but like their predecessors, they mostly inhabit spaces characterized by a traditional view of teaching and learning. Understanding contributors to this mismatch, and especially teachers' role, is especially critical as Web 2.0 technologies enable greater learner autonomy. This study used Theory of Planned Behavior (TPB) to predict preservice teachers' (n = 172) intention to use new web-based technologies for instruction. The participants were from 7 sections of a technology application course, and all of them were selected via a convenience sampling. Self-reported data were analyzed using a structural equation modeling method, Partial Least Squares (PLS). Results revealed that the attitude and perceived control components of the theory predicted intention to use Web 2.0 technology to a statistically and practically significant degree, but subjective norm did not. Antecedent predictors of the TPB constructs were all predictive. Discussion focuses on the utility of TPB to examine how pre-service and in-service preparation might use the model to create situations where technologies might be more widely applied in the classroom.