Educational technology training in many Educator Preparation Programs (EPPs) has not kept pace with the increasing digital demands of K-12 schools. A lack of state-wide educational technology competencies has resulted in curricular and instructional inconsistency among EPPs in Missouri, and inaccurate assumptions about young people, often labeled as digital natives, have made it difficult for faculty to understand their students' attitudes towards and efficacy with educational technology. This study analyzed the extent to which EPP faculty perceptions of preservice teacher educational technology use align to preservice teacher technological self-efficacy (TSE). Data collected from seven Missouri EPPs indicate several statistically significant differences between faculty perceptions and preservice teacher TSE. These findings suggest that a more accurate understanding of preservice teachers as digital natives is needed, and that in order to provide meaningful training to preservice teachers, faculty must confront their own implicit beliefs, or folk pedagogies, about how others teach and learn with technology. [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.]