Multiple case study was used to explore the impact of a modeling approach on pre-service teachers' self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed.