This study examined how elementary teacher candidates in a program that emphasized the integration of computer-based technologies as tools for teaching and learning used technology, both personally and professionally, during the teacher preparation program. The study also examined factors that influenced their disposition to use and integrate computer-based technologies into their teaching. This paper presents baseline data from three points during the preservice component of a longitudinal study of members of a second cohort group of preservice elementary teachers involved in educational technology. It describes four factors, some internal or personal and others external or contextual, that influenced the dispositions of preservice teachers toward integrating technology across the curriculum: sense of self-efficacy about teaching and using computer tools; attitudes about using computer-based technologies; skill and knowledge base about computer technology; and actual usage of technology in classrooms during internships and student teaching. In addition, several illustrative cases convey the scope of technology integration by elementary student teachers during the first phase of the study. Results suggest that prospective teachers can and will apply what they have learned about computer-based technology to their teaching situations. Study participants had relatively positive efficacy for teaching, high efficacy and attitudes about using specific computer-based technology, and above average computer literacy upon graduation. (Contains 29 references.) (SM)