Reporting on a PT[superscript 3] grant-funded technology initiative involving social studies preservice students at Teachers College, Columbia University, this article seeks to illumine the many-faceted "digital divide." Data collected between 2000 and 2003 from preservice students and first-year alumni teaching in metropolitan New York City schools suggest how the digital divide is mirrored, even in a relatively resource-rich urban university. Learning to understand this complex reality led Program faculty to modify their initial plan for technology infusion; the result is a flexible, student-centered approach, which can be adapted by other urban teacher educators. Reflecting on this experience, the authors call for models, not just of "best" but also of "good enough" (i.e. replicable) practice in settings with significant resource constraints.