This study provides insight into preservice teachers' experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal entries, focus group interviews, and field notes. The findings illustrated preservice teachers' use of iPad apps during fieldwork, identified their technology-related instructional decisions, and determined how those choices exhibited emerging dimensions of technological, pedagogical, and content knowledge (TPACK). The preservice teachers combined their knowledge of pedagogy, student understanding of content, and emerging knowledge of iPad apps to effectively develop and conduct lessons in various content areas. Interviews with the students supported the social validity of the iPad implementation.