Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for student learning to their teaching in K-12 classrooms during their field experience. Data sources were Instructional Technology and Disposition surveys, classroom observations, lesson plans, and focus-group interviews. It was observed that candidates were more prone to demonstrate near transfer uses of instructional technology (teacher-centered) over far transfer uses of instructional technology (student-centered) in lesson planning and teaching. The implications for teacher education programs are discussed.