This mixed methods study examined the impact of using untethered lecture capture (ULC) as an instructional technology with preservice teacher educators, both on learning experiences as students and confidence using technology as teachers. Results found statistically significant (p < 0.05) increases in confidence in using technology as a teaching tool, in addition to three key qualitative themes: 1) ULC created an interactive and engaging learning environment; 2) learning a new technology requires vulnerability, practice, and perseverance; and 3) instructional modeling can reduce student learner anxiety. This study contributes to research on using technology to enhance the teaching and learning process for preservice educators and is grounded in the TPACK model (Mishra & Koehler, 2006) and situated learning theory (McLellan, 1996).