The setting of this case study was a course within a large university's teacher preparation program entitled "Integrating Technology Into the Social Studies Classroom." Simultaneous with this course, the students in this study also received instruction in effective teaching strategies, social studies methods, and completed two field experiences in local secondary schools. In the semester following this course, students were required to complete their ten-week student teaching internship. The college course in this study included fifteen preservice teachers, from a variety of backgrounds and with a wide range of technological expertise. These broad categories were developed to provide a general insight into the technological expertise of the participants in this study. For many of these students, this was their first exposure to technology as applied to classroom use. While only three class members had previously taken a technology course, no one in the class considered himself or herself to be an expert. The course took place in the college's computer lab, which contained a master teaching unit as well as sufficient networked computers for each student.