The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of learning and change, this article offers a theoretical justification of this pillar and unpacks how infusing practice-based technology preparation will improve new teachers' ability to use technology in their classrooms. The authors discuss multiple types of practice, both in the teacher education courses and in K-12 field experiences. They argue that teacher preparation programs have been shifting to practice-based approaches for over a decade. However, not all preparation programs have adopted practice-based approaches that support the vision of a technology infusion approach. The article concludes with a discussion of design recommendations for practice elements of technology-infused programs needed for success.