Teacher educators have been turning to video-based hypermedia cases as a strategy to confront the challenges of preparing teachers. Even though technology has been shown to have a transformative effect on teaching and learning, innovated uses in classrooms have been the exception rather than the norm. This paper describes how a teacher candidate responded to video and hypermedia cases in ways that assisted her in transforming knowledge and beliefs about literacy instruction. The author describes this transformative process, explores the relationship between narrative ways of knowing and learning from technology, and discusses implications for teacher preparation.