The United States has invested in educational technology and nourished the enthusiasm to infuse computers in K-12 classrooms since the early 90s through various technology policy initiatives. However, the Digital Divide and differences between the expected and actual technology use in schools are still in existence. In line with this problematic, this paper discusses federal constructions of technology in comparison to the experiences and practices of Head Start teachers using technology. Situated in the context of a federal initiative, the Preparing Tomorrow's Teachers to Use Technology (PT[superscript 3]), this paper presents findings from a larger ethnographic case study to compare the official tales of technology with the local experiences of teachers who participated in a PT[superscript 3] grant. Findings suggest that there are both overlaps and disconnects between federal rhetoric and local practices in regards to how technology is defined and the ways early childhood teachers act on these federal constructions. It concludes by suggesting that those disconnects can be eliminated by acknowledging different faces for technology learning among teachers. (Contains 2 tables and 6 footnotes.) [An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association (AERA) (Montreal, Quebec, Canada, April 11-15, 2005).]