This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers' attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers revealed a greater level of confidence in their ability to integrate technology and more positive beliefs in the benefits of using technology to improve teaching and learning than did in-service teachers. However, these differences were not evidenced when examining perceptions on the basis of self-reported technology skill levels. Both preservice and in-service teachers who reported above average technology skills revealed significantly more positive attitudes and perceptions about technology integration than those who indicated less skill. These findings confirm the need to continue preservice and in-service initiatives that not only better prepare K-12 teachers to effectively integrate technology into the classroom, but also increase their technology skills.