Faculty members (n=26) in an education personnel preparation program at a Southeastern university were surveyed regarding their modeling of technology use in their courses. Results indicated that faculty are: (1) incorporating software packages into the teaching of their subject areas; (2) using assistive technology (e.g., scanner, digital cameras, voice recognition) to develop and deliver instructional units in their teaching areas; (3) using technology (e.g., video conferencing) to teach students; and (4) using the Internet to gather resources (e.g., lesson plans for teaching in their subject areas). However, faculty are not using projection devices with a computer to develop and deliver instructional materials in their teaching areas. Results are discussed in terms of recommendations of the National Council for the Accreditation of Teacher Education and the standards developed by the Council for Exceptional Children. (DB)