Teacher knowledge in the area of educational technology has been a prevalent research focus over the past decade, with researchers examining the ways in which technologies may be applied in the classroom. Recently, there has been a shift in studies, and researchers have begun to look at the ways in which a teacher may integrate technology into teaching. In current research, there is a drive to investigate the ways in which a teacher may create cohesion in instruction delivery between content, pedagogy, and technology (Mishra and Koehler, 2006). An integration of these three areas is perhaps crucial in the delivery of instruction simply because in any learning experience the teacher aims to meet the needs of the individual student, resulting in learning gains for the student. Described in this quasi-experimental study is the implementation of one primary method of delivering instruction to pre-service teachers in the area of educational technology integration. The primary investigator in this study (both the instructor and the experimenter) developed an experimental intervention (TPACK Infusion Treatment) and a control intervention (Control Group). The primary method of instruction delivery was investigated in an effort to understand whether this method would lead students to gain a greater understanding of how to effectively integrate technology, pedagogy, and content together, as well as a greater inclination to effectively utilize educational technologies during classroom practices. Results from this study have shown that no significant differences were found between participants in the TPACK Infusion Treatment and the Control Group. Limitations in this study involved the overall design of the course utilized in the study, as well as the variance in teaching degrees that participants pursue. A second limitation in this study has to do with the technologies selected for the study. In the study, participants were asked to design and implement Excel and PowerPoint project into lessons in order to effectively integrate the three areas of content, pedagogy, and technology. In future studies, participants may benefit from the utilization of more practical technologies. Given the limitations suggested, researchers of future studies may design interventions that provide modeled instruction, practical applications for, and strong examples of currently implemented educational technologies. [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.]