Researchers have found that teachers seldom use computers in the preschool classroom. However, little research has examined why preschool teachers elect not to use computers. This case study focused on identifying whether community colleges that prepare teachers for early childhood education include in their curriculum how teachers can effectively integrate the use of computers into preschool classrooms. The conceptual framework was based on the works of Piaget, Bronfenbrenner, and Vygotsky. Data included 15 interviews with Head Start teachers in one location in a western U.S. state, 5 interviews with faculty at one community college, and a review of that community college’s catalog course descriptions in its child development program. Data analysis included the identification of patterns and themes, as well as reviews by peer debriefers. Results indicated that the community college offered no classes that taught preschool education students how to incorporate computers into teaching young children. In addition, community college faculty did not model the integration of technology in a manner that teachers could apply or adapt to their preschool classrooms. Preschool teachers also indicated they would have preferred to have technology instruction integrated into their educational programs. Further, preschool teachers expressed interest in learning how to integrate technology into their classrooms if coursework were offered by local community colleges. This study contributed to positive social change by providing community college administrators with information they can use to plan early childhood education programs that better prepare teachers to maximize students’ learning opportunities.