Educational technology has been readily available to schools and teachers since the early 1990s; however, it has not been integrated into classroom instruction in a way that reflects its potential for providing equitable and innovative instruction. This case study reviews the literature for why in-service teachers are not adopting technology even though they are aware of its benefits, that state educational content standards have required its use since 2010, and that recent changes in state policy require additional educational technology use for new teachers. This study then uses a mixed-method approach to address candidate attitudes toward technology use within the context of a teacher preparation program. The study uses longitudinal survey results as well as candidate interviews to look at the impact of three instructional strategies on candidates' self-perception of the likelihood they will continue to integrate technology into teacher instruction and student learning in their classrooms -- faculty modeling, candidate practice, and mentor modeling. While little evidence was found for mentor modeling, quantitative and qualitative data represent clear positive relationships for faculty modeling and candidate practice on candidates' self-perceptions of continued technology use. The findings of this study have direct implications for the design of teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]