Abstract: This research investigated factors associated with elementary-level student teachers’ use of technology and their intentions regarding future technology integration. The findings revealed a close correspondence between preservice and cooperating teachers’ use of technology during student teaching. In addition, there was a strong relationship between student teachers’ anticipated integration of technology in their future classrooms and their perceptions that significant others expected them to integrate technology in teaching. Finally, the results demonstrated the positive interrelationships among intentions, value beliefs, perceived ease of use, self-efficacy beliefs, and subjective norm.