It is the responsibility of educator preparation programs (EPPs) to develop well-rounded teachers who are capable of integrating technology into their instruction. Most EPPs include instruction in pedagogy, content, and technology as well as a formal field experience; however, there is a gap between the theory learned in courses and application of the field experience. The purpose of this phenomenological study was to understand pre-service teachers' (PSTs') perceptions of learning as a teacher following an early low-stakes opportunity to rehearse the teacher role prior to the formal field experience. Archival data was collected from a low-stakes rehearsal teaching assignment in a standalone educational technology (SET) course across four past semesters, limited to those PSTs seeking an English Language Arts and Reading certification for grades 7-12. The written reflections were analyzed using deductive qualitative content analysis with a coding guideline grounded in the technological pedagogical and content knowledge (TPACK) framework. All PSTs reflected on at least one type of knowledge gained, providing support for the rehearsal teaching strategy as a method to prepare PSTs as teachers. Most PSTs reflected on a type of pedagogical knowledge, suggesting that rehearsal teaching may support the development of general teaching skills even when situated in a specialized course. There are also implications for the use of such a rehearsal teaching strategy beyond the EPP coursework to support PSTs during field experience and to support in-service teachers during their first years of teaching or when new initiatives are introduced. Further research on the rehearsal teaching strategy could gain more in-depth insights into the utility of such a strategy for preparing PSTs to integrate technology into their instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]