Abstract: To realize the level of technology training that pre-service teachers have acquired, a comparison of progress has been developed to identify how these college of education students gain their technology knowledge and how they readily apply this information to their planning and teaching experiences. This paper takes a look at three sets of data showing a progression of technology information gained throughout their college methods courses. The first data set includes lesson plans developed by pre-service teachers. Journal entries including pre-service teachers’ reflections of their knowledge and utilization of technology are analyzed. Finally, a Stages of Concern (SOC) survey, developed from the Concerns-Based Adoption Model (CBAM), identifies pre-service teachers’ current technology knowledge in their student teaching assignments. This studies’ purpose was to provide evidence of pre-service teachers’ current status in technology proficiency before they begin their student teaching seminar. The results from this study support the finding that time spent on creating required technology skills training prior to graduation would be of great value. How to incorporate necessary skills and what that can look like as applied into college methods courses is yet to be determined. More research is needed in this area of technology training to be able to develop an undergraduate course (or courses) to provide the necessary fluency before graduation.