The National Council for Accreditation of Teacher Education (NCATE, 2001) states that future teachers must possess knowledge to implement current technologies in the classroom for enhanced student learning. However, members of the Milken Exchange and the Society for Technology in Education (Milken Exchange & ISTE, 1999) surveyed teacher education programs in order to discern how they were preparing future teachers for the technological classroom and found that teacher preparation programs did not provide training and exposure to classroom integration of technology to preservice teachers. The current study was designed to describe the utilization of technology in physical education teacher education (PETE) programs in the eastern United States. The Survey on Information Technology in Physical Education Teacher Education (SITPETE) was sent to 341 colleges and universities in the eastern United States with a 29.62% return rate. Teaching practices of National Council for Accreditation of Teacher Education (NCATE) schools (N = 64) and nonNCATE schools (N = 37) were compared with regard to: (a) facilities, (b) integration, (c) application skills, and (d) field experience. Four separate t-tests were computed for each factor to determine differences in the utilization of technology in physical education between schools. Significant (p < .05) differences in integration of technology in PETE programs and field experiences of PETE graduates between school type (NCATE and nonNCATE schools) were found. NCATE schools reported their students having higher integration abilities and NCATE schools offered more opportunities to utilize technology during field experiences. NCATE schools utilized technology more than nonNCATE schools in the eastern United States. No significant (p > .05) differences were found in technology facilities of PETE programs or the application of technology skills by graduates. As the data within each factor indicated, all participating colleges and universities, which represented approximately 2450 graduates, can make improvements to the utilization of technology within their programs. Keyword(s): professional preparation, technology