This mixed methods study explored the impact of a collaborative experience on perceptions of school librarian candidates (SLCs) and preservice teacher candidates (PTCs) as they worked to integrate technology into lesson plans effectively. The group under investigation consisted of 83 PTCs in the teacher preparation program who were enrolled in selected sections of a required technology course and graduate students in a School of Library and Information Science preparation program at the same institution. Forty of the PTCs were part of the control group and 43 were in the treatment group, which received collaborative support from the SLCs. One important finding is that PTCs perceived SLCs as valuable resources for integrating technologies, particularly for designing lesson plans that integrated technology. Additionally, both PTCs and SLCs realized the importance of teacher-librarian collaboration (TLC) in their future campus roles. A key recommendation is for teacher education programs to embed opportunities for TLC experiences for improving PTCs' technology integration and lesson planning.