The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The "Survey of Teaching Knowledge with Curriculum-Based Technology" was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: Knowledge of Technology and Knowledge of Teaching with Curriculum-Based Technology. The findings of this work provide support for a transformative approach to examining TPACK. Findings have implications for researchers, educators, and teacher preparation programs.