Though an educational technology experience is required as part of a traditional teacher education program student's educational preparation, research has been limited into the experiences had by alternative teacher education program students. Similarly, little research has been done comparing technology experiences between both types of teacher education programs. Using multiple case study analysis, this study examined an alternative and a traditional teacher education program based on the technology experiences provided to students, student reactions to these experiences, and the student perception of preparedness to teach with technology in the future. Data sources examined included program documents, student interviews, and faculty interviews for both programs. It was found that across both programs technology experiences were inconsistent. A review of the technology uses identified in a sample of syllabi from both programs indicated that students received the most exposure to technology used for communication, information presentation, accessing electronic resources, and administration and classroom management activities. Students received the least amount of exposure to technology uses that demonstrated analyzing student data to make curricular decisions, document growth, and support students with special needs. Students in both programs identified one class as their primary source of technology requirements while completing their teacher education programs. Students in both programs also reported different levels of technology present and teacher use at practicum sites. Despite these inconsistencies, students in both programs perceived that they had been well or somewhat well prepared to use technology to support teaching and learning. Most students in the study attributed this to other experiences beyond the teacher education program. The inconsistencies in technology experiences provided to students appear to be based on which faculty members teach certain classes or if a technology class is required. Inconsistencies also appear based on what kind of teachers and schools students experience at practicum sites. Student perceptions may be based on these inconsistencies or overestimated based on previous skill acquisition. Based on this study's findings, recommendations are offered to both the alternative and traditional programs to improve the consistency and range of technology experiences provided to students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]