Integrating Type II technology applications into the school is problematic. One method of facilitating this is through pre-service teacher preparation. Pre-service teachers have "grown up digital," but being comfortable with technology is not adequate preparation for understanding how to meaningfully integrate technology. This is because meaningful technology integration is not so much a technological endeavor as it is a pedagogical one. This case study from a pre-service graduate teacher education program at a private university illustrates how technical literacy, Web resources, meaningful technology teaching experiences, and a culture of collaboration were integrated into the curriculum. Its goal is to prepare the next generation of teachers to work with technology and library professionals to bring meaningful technology integration to students.