There is an increasing demand for pre-service teachers to acquire the skills necessary to be proficient with the execution of teaching with technology as part of their educator preparation programs (GaPSC, 2018). This need for learning and applying technological proficiencies to enhance student performance in online classes can lead to divergent educator perceptions of self-efficacy in using technology. This study examined elementary, special education, and secondary pre-service educators' technology integration self-efficacy (TISE) before and after the completion of a comprehensive technology integration project and two semester of education courses.