Instructional technology continues to be prevalent in research relating to classrooms. Much research states that there is a strong relationship between teacher comfort-level with technology and use of technology in the classroom. This study focuses on increasing comfort with instructional technology at the teacher education level in a stand-alone instructional technology course. Data for this study show significant results in increasing comfort with instructional technology from the beginning to the end of the course. In addition, preservice teachers were found to have a deeper understanding of the importance of technology integration and how it may benefit students.