Computers and instructional technologies have become ubiquitous in schools. At the same time, national and global reports have criticized the inadequacy of teacher preparation with respect to technology use (CEO Forum on Education and Technology, 2000; Davis & Irvine, 2005, Lara & Whittier, 2004, Moursund & Bielfeldt, 1999, and Mumtaz, 2000) while society in general has embraced 21st century technology innovations for daily living, a gap remains in the understanding of appropriate uses for technology in the learning environment (Banister & Ross, 2006). This quantitative study investigates how teacher preparation programs prepare prospective teachers to integrate new instructional technologies into their instructional activities, with the goal of enhancing teaching and learning for the PreK-12 students. Four research questions guided the study. The most significant finding from the study is that teacher preparation programs need to revamp their programs if prospective teachers are to adequately integrate instructional technologies into their instructional activities.