In the past twenty years, substantial investments have been made in educational technology at the K-12 level. While increased integration of technology in K-12 teaching is more likely to occur when prospective teachers are exposed to a variety of computer uses in the majority of their undergraduate courses prior to their teaching in schools, due to the limited exposure in the use of technology by university teachers as well as the fast paced changes, preservice teachers often are not prepared for integrating and using technology in the classroom. The purpose of this study was to evaluate the perceptions of preservice students in their ability to integrate technology into a learning environment based on university coursework and field experience. Preservice teachers, within an NCATE accredited teacher education program, were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results of the data analysis, across the four academic years based on curriculum, modeling of university professors, and integration of technology within the methods coursework of the Leading Teacher Program, suggested that there was no significant difference among grade levels in their perceived ability to integrate technology. Results of the data analysis of seniors revealed multiple areas of significant differences before and after their field experience: ability to use online content response journals, integrating technology into a learning environment, and total score of the survey. Additional data analysis also revealed that the perceptions of Early Childhood students' ability to integrate technology into a learning environment was significantly lower than that of Elementary and Secondary students within the same program. In addition, students who had well integrated modeling of technology in high school, revealed significantly higher perceptions of their ability to integrate technology into the learning environment. The conclusions drawn from the results of this study provide an insight into technology savvy characteristics of preservice teachers within a teacher education program, which has technology as one of its core themes; technology modeling and program design within a teacher education program can have an impact on preservice teachers to have stronger perceptions about their ability to integrate technology. [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.]