Teacher training mainly involves acquisition of knowledge and skills. For the 21st-century classroom, student teachers must acquire complex knowledge of pedagogy, subject and technology. Beliefs influence decisions on using what is learned. The present study aims to find a model describing how Technological Pedagogical Content Knowledge (TPACK) components are related to beliefs about using technology among student teachers. A total of 232 student teachers participated in this study. A questionnaire was used for data collection, and 10 hypotheses were posed for testing. In path analysis, multiple direct and indirect relationships between seven variables (perceived content, pedagogical, technological knowledge, perceived knowledge about technology integration (TIK), perceived ease of use, perceived usefulness for teachers and students) were tested. The results showed that both perceived pedagogical and technological knowledge predicted knowledge about technology integration, but content knowledge did not. TIK predicted the perceived ease of use, but not the perceived usefulness of technology. Perceived technological knowledge had a direct effect on perceived ease of use. TIK displayed an indirect influence on perceived usefulness via perceived ease of use.