The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs. Curriculum, as well as teacher educators' use of technology for teaching and learning, impacts preservice teachers' use of technology in their practice. Yet, there is no cohesive set of technology competencies to guide teacher educators in teacher preparation programs. This commentary advocates for the need to develop a common set of technology competencies for teacher educators to help guide their work in helping preservice students develop their ability to teach with technology.