This article focuses on factors related to supporting the development of teacher candidates' self-efficacy as critical components in designing technology-infused teacher preparation programs. Through a synthesis of relevant literature, the authors present information about elements influencing teacher self-efficacy in technology integration (TSEinTI) such as environments, attitudes, beliefs, intentions, support, policies, and resources. Findings describe the connection of TSEinTI to the experiences in teacher preparation programs through which teacher candidates gain the necessary knowledge, skills, and dispositions to enable the successful integration of technology in their future classrooms. Additionally, findings reveal the influence of program culture that can support teacher candidates' growth as they progress through a technology-infused approach to teacher preparation. The authors summarize recommendations for teacher preparation programs in the context of designing program-wide and program-deep technology-infused experiences to support the growth of candidates' teacher self-efficacy in technology integration.