The purpose of this study was to examine the extent to which teacher-preparation programs prepare teachers to integrate technology. It described the relationship between teachers' level of confidence and current practice of applying technology to instruction. In particular, three questions were addressed: (a) To what extent do teacher-preparation programs adequately prepare teachers to use technology in their classrooms and to what extent does it vary across different demographic groups of teachers? (b) To what extent does modeling influence confidence to integrate technology in teacher-preparation programs? (c) To what extent do knowledge of content, pedagogy, and technology influence technology integration? A mixed-methods research design was used to explore the preparation of teachers who were trained in an alternative-certification program from 2009-2012, offered at a suburban college in New York. Fifty four participants completed a survey and 11 of them engaged in an interview to determine their level of confidence in integrating technology to enhance teaching and learning. Quantitative data were analyzed with descriptive and inferential statistics including correlation and path analysis. Qualitative data were analyzed by identifying major themes. The qualitative and quantitative data were analyzed separately, which allowed for data triangulation. Major quantitative findings suggested that men and those with certifications other than elementary education were more likely to integrate technology to enhance teaching and learning. Qualitative findings suggested that the use of technology should be embedded in content-specific and methods coursework to increase teacher confidence. Quantitative findings did not support the hypothesis that the more preservice programs include modeling of technology, the greater the level of confidence to integrate technology. However, a positive relationship was found between the use of technology and the confidence to integrate technology, thereby suggesting that teacher-preparation programs hold preservice teachers accountable and encourage the use of technology. Finally, this study reaffirmed that effective teaching and learning will take place when the end result includes pedagogy that transforms content; thereby making learning accessible to 21st-century students. [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.]