This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model most frequently used in teacher education). Survey analysis found that pretest candidates who self-selected to be involved in the laptop program had lower ratings on beliefs about technology use than candidates who did not, and there was no difference in expertise or use. At posttest, laptop candidates showed development in all three areas, whereas nonlaptop candidates showed no change over time. Findings of this study point to the fact that programs in which technology use is ubiquitous better prepare candidates for technology-rich classrooms than do programs that take a more traditional approach to meeting credentialing requirements for technology use. (Contains 2 tables.)