This quantitative and qualitative study examined self-reported perceptions of student teachers, inservice teachers, parents, and community members regarding beginning and preservice teachers' levels of technological competence, focusing on (1) how well beginning teachers were able to apply these technology competencies; (2) where the gaps were between the teacher education curriculum and beginning teacher technology competence; and (3) what supports higher education faculty, P-12 administrators, and policymakers need to provide to ensure that beginning teachers can apply expected levels of technology competencies in teaching. Data from surveys and focus groups with student teachers, inservice teachers, parents, and community members indicated that while beginning and preservice teachers did indeed use and infuse technology throughout the curriculum, all of these skills were not acquired during their professional education. The only skills they acquired during their academic training were basic technology skills such as word processing and keyboarding. There was a definite gap in introducing beginning and preservice teachers to emerging technologies. Respondents indicated needs and/or concerns in the areas of: beginning teacher preparation; addressing differing student needs; continuing education for inservice teachers; modeling by faculty; and access to current technology. The appendixes present the surveys, tables and graphs, and a response summary. (SM)