With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no empirical evidence recognizes the most effective experience, previous studies have indicated the affordances and limitations of various experiences, as well as which experiences may be the most appropriate in specific situations. Our review of over 100 programs led to the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches (information delivery, hands-on activities, practice in the field, observation or modeling, authentic experiences, and reflection), technology content goals (e.g., NETS-T standards), and the broader context (e.g., stand-alone course, full implementation). The primary goal of this review was to gain a stronger understanding that may inform the design process of technology experiences within a teacher education program. Through this process, teacher education faculty can consider various experiences and select the most appropriate learning experiences to achieve their intended goals of preparing preservice teachers to use technology in their future classrooms. (Contains 1 figure and 9 tables.)