Teacher education programs struggle to infuse educational technology (edtec) throughout the curriculum. Edtec faculty can play several roles within the programmatic design of teacher education programs. The purpose of this study was to explore edtec faculty perspectives of technology infusion efforts within their preparation programs. Q methodology research design and factor analysis were used to examine data from Q sorts completed exclusively by edtec faculty members (N = 16). A Q set of 44 statements was used to explore their perspectives on value of technology for teaching and learning, confidence levels, educator preparation program design, and leadership support. Results revealed participants' strong beliefs in the value of technology for teaching and learning, and their confidence in modeling technology integration. Participants loaded on two factors demonstrating that some held a broader view of educator preparation at their institutions and were more critical of programmatic structures and leadership support for candidate development. A question remains about the role of edtec faculty as they negotiate various opportunities and expectations within teacher education.