This paper focuses on the challenges faced by faculty in the urban teacher preparation programs, particularly in the area of technology integration by pre-service and in-service teachers in their classroom instruction. The paper discusses the issues of first-order barriers (access to technology, infrastructure support) and second-order barriers (perceptions and attitudes toward technology, motivation to integrate technology), that impede successful technology integration in an urban classroom. Strategies to overcome these barriers are further discussed in detail, which provide teachers with finding a balance between learning technology skills and applying these skills to fit their pedagogical beliefs of meaningful technology integration.