This study examined the effect of a teaching mathematics with technology course on preservice elementary teachers' (PSETs) and preservice secondary mathematics teachers' (PSTs) beliefs about teaching with technology and beliefs about the nature of learning and teaching mathematics. All preservice teachers enrolled in the methods course engaged in technology lesson rehearsals, critiqued peers' technology lessons, taught a lesson involving technology in an area school, and reflected on that teaching experience. The group of PSTs had larger change values from the initial to final belief questionnaire than the group of PSETs, but both changes were statistically significant. PSETs experienced a statistically significant change from initial to final belief in five out of ten belief categories. PSTs experienced a statistically significant change from initial to final belief in seven out of ten belief categories. [For the complete proceedings, see ED658295.]