Pre- and in-service physical education teachers have evaluated themselves as not being very well prepared or proficient in technology use. Thus, better preparation of PE teachers to integrate technology is necessary. In this study, I examined the effects of technology-related mastery experiences, vicarious experiences, and social persuasion on preservice PE teachers' self-efficacy to integrate technology during student teaching. The participants, 60 (32 females, 28 males) student teachers, completed the Computer Technology Integration Survey for Physical Education prior to and at the conclusion of the student-teaching experience. Student teachers' self-efficacy to integrate technology into physical education significantly improved over the course of student teaching, and positive relationships existed between experiences with technology (i.e., mastery experience, vicarious experience, and social persuasion) and self-efficacy to integrate technology.