This qualitative study recognizes the role that preservice teachers play in determining the future of literacy education and brings preservice ELA teachers' perspectives into the discussion on technological change in literacy instruction. I use case study methodology and Critical Discourse Analysis to gain access to the preservice ELA teachers' frame of reference on technology's influence on themselves as technology users and future teachers, their beliefs about literacy and literacy instruction, and their beliefs about teaching and technology's role in it. The informants were three preservice teacher candidates who took a specific sequence of courses and voluntarily allowed me to interview them and observe their student teaching. This study reveals how these teachers' negotiate technology in multiple and often conflicting ways through their coursework at the university and into their student teaching. It uncovers how technology and digital literacies challenge common notions of what "real" teaching looks like in a contemporary classroom, challenge traditional conceptions of texts and literacies in the ELA classroom, complicate power relations during the internship, and provide a means to connect student teachers with pupils. The study closes by calling for research to better understand how college's of education can better prepare students to use technology in the contemporary ELA classroom.