A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education programs. However, less emphasis has been placed on understanding the impact of field placement observations on a preservice teacher's technology integration intentions. This study investigates how witnessing a mentor teacher utilizing technology in the field impacts a prospective preservice teacher's (PPT) intentions to use technology in future practice, and how factors such as the mentor teacher's TPACK might moderate that effect, with the perceived ease of use and perceived usefulness of observed tools serving as potential mediators. The findings indicate that a mentor teacher's TPACK conditionally impacts how technology observations affect early PPTs' intentions to personally use technology. For teachers with high TPACK scores, PPTs wanted to use technology more as they saw their mentor teachers using it more frequently. The reverse was true for teachers with low TPACK scores. The findings suggest that a mentor teacher's self-described ability to teach his or her subject with technology plays an important role in how future teachers make personal judgments about their own technology usage. The perceived usefulness and perceived ease of use of technology by the PPT did not, however, mediate the influence of the mentor teachers.