This exploratory study focused on the Technology Teaching Assistantship (TTA) Program at the College of Education in a Midwest university as a strategy tool to improve the preparation of teacher educators to coach teacher candidates in and model design and implementation of technology-enhanced learning experiences; emphasizing discipline-specific content standards and student technology standards. The purpose of this study was to analyze the TTA Program's features and impacts on teacher educators' development of technological, pedagogical, and content knowledge (TPACK). The results were used to enhance teacher educators' professional development to support teacher candidates' integration of technology. The problems and goals of this work-in-progress TTA Program are discussed to gain feedback and to establish contact with similar projects for improvement and extension.