In an age of information technologies, the preparation of teachers includes a wide variety of technological skills and knowledge. The appropriate process for doing so is a topic of spirited discussion among institutions of teacher education. Beginning with a framework of current national standards, this article describes one college's experiences with designing and implementing a required "technology strand" for teachers. Topics addressed include rationale, initial implementation, division of content, feedback from faculty and students, and effects on instruction. Based on their experiences with this project, the authors ultimately recommend an approach in which basic technological knowledge and skills are addressed in an introductory experience required of all teachers, and more advanced topics such as curricular integration are addressed as an integral part of other teacher education coursework.