In this yearlong qualitative study, situated within cognitive and social constructivist theory, the authors investigate the adoption of tablets (iPads) by a group of nine teacher educators for use in pre-service teacher instruction. Using data gathered from focus groups following each of three teaching terms, the authors examined how teacher educators represent their experiences in using tablet technology and the ways they integrate tablets into their teaching and mentoring practices. Participants were generally positive in their appraisal of tablets, citing promising applications for inquiry-based and collaborative learning, reflective teaching, exploratory pedagogy and authentic student assessment, among others. Several challenges to tablet use were identified, including technical infrastructure issues, a requirement for instructor support, concerns about equity in student access, cross-platform compatibility and the general pedagogical shift to iPads as a teaching platform. Recommendations and implications for practice are discussed.