This study examines the factors influencing preservice teachers' (PSTs) technology integration during teaching practice in teacher preparation programs. Utilizing a multidimensional framework, the study integrates models such as TPACK, UTAUT, and the Triple-E evaluation rubric, among others. The research involved a Qualtrics survey of 1,217 PSTs across various educational programs at Indonesian universities. We used advanced statistical methods for data analysis, including measurement and structural analyses, as well as Importance-Performance Matrix Analysis (IPMA) procedures through Partial Least Square Structural Equation Modeling (PLS-SEM). The findings show that PSTs' technology skills (TTS) are a determinant factor of technology integration during teaching practice among PSTs (TITP), followed by PSTs' acceptance and intention to use technology (AIT), the level of PSTs' innovativeness (LOI), and PSTs' preparation program (TTP). The findings also addressed that TITP positively supports and improves the quality of PSTs' technology integration. These findings could help PSTs prepare themselves for a technologically evolving educational landscape, assist policymakers in supporting technology integration in teacher preparation programs, and enable higher education institutions to provide the necessary technological tools and resources.