With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001). Although some teacher educators are preparing teachers who have the knowledge and skills to integrate technology into their classrooms, research indicates that graduates are not adequately prepared to teach with technology (Johnson-Gentile, Lonberger, Parana, & West, 2000; Strudler, Wetzel, Moursud, & Biefeldt, 1999). Recognizing the need for faculty development, universities across the nation were awarded funds through Preparing Tomorrow's Teachers to Use Technology (PT3) grants to provide faculty with opportunities to develop their own expertise in technology integration. This paper describes what happened at a PT3-funded university when three literacy faculty in different preservice teacher programs, Early Childhood, Elementary, and Secondary, were paired with practicing teachers to integrate technology into their literacy methods courses. The intention of this paper is to add to the findings of other PT3 projects in order to (a) provide insights into ways that technology has been successfully integrated into methods courses, specifically literacy methods courses, and (b) learn from preservice teachers' perceptions of the efforts to integrate technology into their teacher preparation program. (Contains 1 table.)