Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technology use in various settings. Our research utilized an integrative literature review methodology to establish search and inclusion criteria. The authors initially screened 674 papers published between 2012 to 2022. A secondary review included 65 articles for full-text analysis. Results show that ample empirical evidence demonstrates the positive impacts of modeling while simultaneously emphasizing that modeling alone is not enough. Furthermore, there are quantitative and qualitative disparities in the modeling practices of faculty and cooperating teachers. Overall, the literature review underscores the need for a more intentional approach to designing learning experiences that model technology integration. The authors summarize a review of literature as research-based design principles, implementation strategies, and competencies teacher educators need to be excellent at modeling. The design suggestions will be helpful for program designers, teacher educators, and those supporting field experiences who wish to contribute to building technology-infused teacher preparation programs.