This qualitative case study investigated teacher educators at a Midwest Division II university to gain insight to the obstacles faced when integrating technology and the decision-making process in relation to technology integration. Combining the constructivist theory with the TPaCK framework, the study aimed to make a connection as to the relevance of this theoretical framework in conjunction with technology integration to adequately prepare preservice teachers for the classrooms of the 21st century. Participants were all teacher educators of various content areas, and data was collected through interviews and evaluation of course syllabi. Overall, the study found that gaps exist among consistency of skills in teacher educators when it comes to technology integration, and a need to close this gap was clearly identified, as consistent training of preservice teachers provides consistent education to students, and it is the responsibility of the university teacher educator faculty to ensure that happens. [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.]