Education reflects the realities of the times and should evolve as circumstances change. As technological innovations (e.g., computers, mobile devices, Internet connectivity, and video conferencing) continue to saturate daily life, the inclusion of technology into United Stated educational curricula has gained increased attention. In music education, effective technology implementation has been shown to enhance student achievement in music learning. However, a deficit remains within the curricula of music teacher training programs regarding the development of necessary technological competencies required of preservice music educators. Therefore, the purpose of this multiple case study was to investigate how preservice music teachers perceive the integration of a Technological Pedagogical and Content Knowledge (TPACK) curricular framework, flipped classroom methods, and instructional video creation within an instrumental music pedagogy course. Results indicated a perceived increase in personal TPACK development amongst participants due to various learning experiences, including the implementation of TPACK as a curricular framework and applying flipped classroom methodologies. My intention was the findings from this study might inform music teacher training institutions regarding effective practices for preparing future music educators to meet national teacher expectations and the technological demands of 21st-century classrooms. [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.]