The purpose of this study was to test a model in which technology integration of pre-service teachers was predicted by a number of university-based and school-based factors. Initially, factors affecting technology integration were identified, and a research-based path model was developed to explain causal relationships between these factors. The results supported the hypothesized causal model. The model parameter estimates clearly revealed that a number of factors influenced pre-service teachers' technology integration in their field training. With regard to the university-based factors, the modeling of technology was a highly influential factor impacting pre-service teachers' technology self-efficacy, technology proficiency, and usefulness of technology. Technology self-efficacy was the most important factor with the highest direct effect on technology integration. With regard to the school-based factors, the support structure was the most influential factor with the highest direct effect on technology integration. This study provides some evidence that this model is helpful in determining pre-service teachers' efforts to integrate technology into their classroom practice during field training. (Contains 2 tables and 2 figures.)