This report presents findings from a 2006 national survey of all Title IV degree-granting 4- year postsecondary institutions on how teacher candidates within teacher education programs for initial licensure are being prepared to use educational technology once they enter the field. The "Educational Technology in Teacher Education Programs for Initial Licensure" survey was designed to provide policymakers, researchers, educators, and administrators with timely information on the following topics: (1) The educational technology-related topics and practices taught within teacher education programs for initial licensure (e.g., using Internet resources and communication tools for instruction, creating or using digital portfolios, using technology to access or manipulate data to guide instruction); (2) The extent to which teacher candidates are taught to use technology tools for a variety of purposes; (3) The extent to which teacher candidates are able to practice what they learn during their field experiences, and the extent to which this opportunity is impeded by a variety of barriers within classrooms; and (4) The perceived program outcomes for graduates of programs for initial licensure. The study was conducted through the NCES Postsecondary Education Quick Information System. The purpose of this report is to present national estimates relating to the inclusion of educational technology in teacher education programs for initial licensure within the nation's 4-year postsecondary institutions. In addition to the national estimates, selected survey results are examined with respect to the following institutional characteristics: (1) Institutional control (public, private not-for-profit, private for-profit); (2) Institutional size (less than 3,000 students, 3,000 to 9,999, 10,000 or more); and (3) Types of teacher education programs for initial licensure (elementary and secondary education programs, elementary but no secondary education programs, secondary but no elementary education programs, and other program types but no elementary or secondary education programs). Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). The following are appended: (1) Technical Notes; and (2) Questionnaire. (Contains 16 tables, 2 figures, and 6 footnotes.)