Results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized, Midwestern university are compared to account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. Also considered were College of Education requirements and National Council for Accreditation of Teacher Education standards with regard to technology integration within teacher preparation programs. It was determined that the policies of the College as displayed through faculty perceptions and actions were producing students who were competent in the use of technology, but who were not then integrating technology during their student teaching at the level expected by the College. A lack of confidence in integrating technology and a lack of understanding of the benefits of technology integration to student learning were found to be contributing to the discrepancy. Refocusing the technology portion of the teacher education program on training and practice in appropriately integrating technology to enhance learning was recommended. (Contains 1 note and 2 tables.)