As part of the Teaching Teachers for the Future (TTF) project, Monash University initiated several strategies to assist pre-service teachers' integration of ICTs in their classroom practice. These included modelling of ICT pedagogical integration, assessment of ICT pedagogical integration, relocating pre-service teacher classes to a working school, and implementation of a collaborative inquiry model bringing classroom teachers, pre-service teachers and lecturers together in a critical exploration of curriculum, technology and identity. Utilising a Most Significant Change methodology the resulting change narratives identified a number of findings including a confirmation that practicum experiences do not reliably ensure pre-service teachers' become knowledgeable about pedagogical integration of technology. In contrast, explicit instruction at university in ICT skills was found to be more effective but still limited in impact. Of the strategies implemented the most significant impact occurred when students were engaged in a critical, reflective, and collaborative inquiry into the role of technology in their particular curriculum specialism. Moreover, the salience of this approach was increased by the degree of involvement of practicing teachers. Overall, the collaborative inquiry model was valued by participants for not only building understanding of ICTs and their specialism, but also as a framework for ongoing professional learning.