This article presents one strand of findings from a two-fold descriptive exploratory case study designed to: (1) investigate teacher educators' decisions regarding the use of technology in his or her teacher education courses; and (2) determine what the phrase "integrating technology into our teacher education program" means to teacher educators. This article will specifically address the second research purpose of exploring the meaning of the phrase "integrating technology into our teacher education program" and the subsequent production of foundational work for an innovation configuration map regarding the infusion of technology into the teacher education programs at a large, research-oriented university in the southeast. Two major areas of research and literature informed the work of this entire study: (1) change theory literature; and (2) faculty decision-making regarding instructional planning. Both areas of research and literature were used to guide the interviews as well as interpret the interview data and the creation of the innovation configuration map. (Contains 1 table.)