Web 2.0 technologies facilitate teacher partnerships in today's diverse classrooms. Teacher preparation programs are seeking the factors to support their students desire to use these technologies. A total of 590 preservice teachers reported the factors that lead to their behavioral intentions to use Web 2.0 technologies. Using the theoretical framework of Decomposed Theory of Planned Behavior, the collected data was analyzed through Structural Equation Modeling, which resulted in a best-fit path model identifying the factors that lead to the behavioral intention of preservice teachers. The analyzed data suggest that instruction focused around tutorials, or how to use Web 2.0 technologies is ineffective. Instruction focused on the purpose, or why to use these technologies leads to the behavior intention of preservice teachers to use these collaborative technologies.