Bearing in mind the importance of a transition from teacher-centred, lecture-based teaching to student-centred, technology-based learning, this study examined teachers' interest to achieve educational technology standards ("Interest") in terms of their computer attitude ("Attitude"), computer experience ("Experience") and the professional support to achieve these standards offered to them from their institutions ("Support"). The study used a sample of 129 elementary student teachers from Finland and Serbia. The two groups of teachers differed in all examined variables: "Experience" was higher for the Finnish students, whereas "Attitude," "Interest" and "Support" were higher for the Serbian students. Furthermore, contrary to the Finnish students, the Serbian student indicated that they received some instruction on ET standards during their studies and designed learning activities to promote the examined standards. By applying a two-group path analysis, it was found that to improve "Interest," we need to improve "Attitude" by means of "Experience." The analyzed data evidence that a desired role of "Support" (positive impact on "Experience" and "Attitude") can be achieved when "Support" respects "Experience." Implications for practice and directions for further research are examined.