Purpose: The purpose of this study was to examine in-service physical education teachers' perceptions of and perceived value of technology-related learning across three formal training experiences (pre-service education, in-service continuing professional development, and graduate education). Methods: Twelve teachers enrolled in a graduate-level physical education teacher education program at a rural mid-Atlantic university participated in the study. Participants completed the Stage of Adoption of Technology survey (Christensen, 1997) and engaged in individual semi-structured interviews. Results: Six learning sources and four themes relative to participants' perceptions of and perceived value of technology learning experiences emerged from the interview which include (a) absence of technology in K-12 PE, (b) technology-centric experience, (c) broadened awareness through observation, and (d) growth through hands-on experience. Conclusion: The findings align with and extend to previous research that suggests technology experiences must be dynamic, authentic, and tailored for individuals at different stages of technology adoption.