The current study aims at understanding the place of technology integration in Saudi pre-service teacher education curriculum. To achieve this, a sequential qualitative approach was implemented in two main stages. First, national and curriculum policies were thematically analysed. Based on this, semi- structured interviews with three key policymakers were conducted in the second stage. Main findings associated with document analysis revealed the importance of technology in advancing the country at all levels including pre-service teachers' preparation. In contrary, pre-service teachers' curriculum policies, structure and guidelines severely lack the vision of the effective integration of technology. Progressive interviews with key policymakers showed that the effective integration of technology is considered a high priority in their mission. However, the strong tendency toward cultural-religious conservatism seems to slow the change. Based on the current study's findings in association with previous research, context-appropriate recommendations are proposed. These involve two main domains: enforcing innovative technology-based pedagogical models and developing effective leadership.