Schools, colleges, and departments of education across America currently are investigating how preservice teachers are being prepared to use technology in the classroom. Technologies available in education have evolved but technological literacy for teachers has not always kept pace. Research suggested the need for continued development and study of technological literacy within teacher education programs to enable teachers to effectively use technology as an educational tool. The problem of the disconnect between teacher education and teacher preparation in technology integration in order to impact student learning spans America, but this study was specifically focused on Idaho. A gap exists between how institutions achieve and facilitate deep, authentic technological understanding and their training and professional development in teacher education programs for technology, meriting further study. The purpose of this study was to examine technological literacy and integration during a specified period of time in Idaho, and use it as a window to the past, a lens on the present, and an eye to the future to promote and improve technology education for teachers. Since technology certification is no longer required in Idaho, conclusions about the process and how technology preparation is being accomplished were determined through the following qualitative research study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]