Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. This paper proposes a framework that outlines particular characteristics for supporting pre-service teachers' effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from the 4 participants. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers' classroom practice. A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice. (Contains 2 figures, 1 table, and 1 note.)