Extensive evidence indicates that self-regulated learning is associated with crucial academic outcomes and the significant ways digital technologies enhance pedagogical approaches in diverse learning environments in postsecondary education. Despite this evidence, self-regulated learning and digital technologies have not been fully integrated to support teacher educators and teacher candidates. This chapter extends the existing literature about self-regulated learning by integrating it with digital technologies among teacher candidates and describes a technology project in which teacher candidates identify the benefit of self-regulated learning and technology. The chapter concludes by offering recommendations about integrating self-regulated learning and technology in teacher preparation programs, including helping candidates to be proactive, self-directed, and self-efficacious. Candidates need to be agentic in their pursuit of the teaching profession during training programs that encourage and support a culturally proactive pedagogy.