This paper reports on a study of issues teacher educators face as they attempt to integrate technology into their instructional program: (1) the support they receive for use of technology, (2) their expectations of students to use technology, (3) their personal use of technology, (4) their knowledge of national, state, and local technology standards and requirements, and (5) their integration of technology standards into their instructional practice. The population was teacher educators who were integrally involved in preservice teacher education programs in 12 colleges/schools of education in two rural northwestern states. Areas of strength and areas of need for integration of ISTE (International Society for Technology in Education) Foundation Standards into teacher education programs were identified. (Author/AEF)