790 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 39 DOI: 10.4018/978-1-5225-0164-0.ch039 ABSTRACT This mixed-method study explored a cohort of 18 preservice elementary teachers’ perceptions of technol- ogy and their abilities to integrate technology in their teaching. Data sources included blog postings, a confdence survey, lessons plans and observations. Results showed a disconnect between the blog post- ings and confdence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed. INTRODUCTION There are many barriers that prevent teachers from using technology. Those often identified in the lit- erature include lack of access to technology (Bhalla, 2012), lack of models for integrating technology, and lack of technology skills (Ertmer, 1999). What happens when these barriers are addressed in the teacher preparation courses? Are preservice teachers able to integrate technology in their lesson plans and in their teaching? Or does the institutional context they are placed in prevent them from being able to integrate technology (Clausen, 2007)? The Transference between Elementary Preservice Teachers’ Courses and Technology Use in Teaching Debra R. Sprague George Mason University, USA Maria Katradis George Mason University, USA