The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI and study features (e.g., measurement validity) hypothesized to moderate the effects. Following a carefully designed search strategy and coding process, this study narrowed down N = 2936 studies from five academic databases to a final set of n = 38 studies with k = 46 independent effect sizes. This meta-analysis captured the data from 3271 pre-service teachers with a statistically significant, positive effect size on knowledge at 1.057 (C.I. 0.836, 1.278) using a random-effects model. None of the course design features nor the study quality features were statistically significant. No evidence of publication bias was detected. A full discussion with limitations and future research is provided.