In recent years, teacher preparation programs have revised their curriculum to reflect the changes in K-12 education, especially in terms of technology integration. As more schools implement technology initiatives to align to Common Core State Standards and improve student achievement, teachers find themselves struggling to effectively use technology and integrate it in the classroom. A lack of familiarity with instructional technology strategies as a result of lack of professional development has resulted in inadequate implementation of technology initiatives and very little improvements in student achievement. As technology in schools becomes the norm, particularly one-to-one initiatives, it is important that pre-service teachers are technology literate and able to effectively use instructional technology upon graduation. This qualitative case study examined the English Education Program at a public university in Pennsylvania. The data was gathered from a survey administered to the English Education Program faculty. The results of this study showed that the Common Core State Standards and CAEP Standards have had some impact on the teaching style of the faculty regarding technology usage during lessons but minimal changes have been implemented to the curriculum to ensure that teacher candidates are technology literate and able to effectively use technology to enhance student learning in the classroom. [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.]