This study sought to investigate how non-technology education teachers taking an educational technology course changed the way they thought about technological literacy. Prior to the course, all pre-service teachers (PST) identified only proper use of technology in their definitions for technological literacy. Following the end of the course, all students maintained the importance of proper use, but approximately 1/2 of PSTs adopted critical questioning within their conceptions of technological literacy, while no participants included robust design of technology. Implications and recommendations to improve PST technology education and technological literacy more widely are discussed.