Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring self-efficacy for teaching with technology. Responses revealed that 91% of participants incorporated technology into lessons with 95% of participants reporting some confidence in their ability to select and utilize technology in teaching. Additionally, 90% of participants felt they could integrate technology across the curriculum. Positive teacher-efficacy is essential for effective instructional technology integration (Moore-Hayes, 2011).