A growing concern in teacher education programs is technology training. Research confirms that training positively affects perservice teachers' attitudes and technology proficiency. However, little is known about the kinds of factors that may predict preservice teachers' integration of technology into their own instruction. The goal of this study is to explore which factors affect elementary education candidates' integration of technology into their instruction during field placement. A multiple regression analysis was conducted on seniors' responses to a survey administered immediately after completion of the field placement experience. Results revealed that four predictors accounted for 24.8 percent of the variance in candidates' reported integration of technology into their field placement instruction. Significant findings showed that candidates tended to integrate a higher degree of technology into their instruction if they reported high general technology proficiency, if more technology was available in their classroom, and if their mentor teachers used technology more frequency. However, a belief about technology being motivating was not a strong predictor. (Author/SM)