The National Council for Accreditation of Teacher Education (NCATE) standards and the International Society Technology Education (ISTE) standards provide a technology competency expectation for beginning teachers. Yet we know very little about what are preservice teachers' technology competencies and attitudes, and how well preservice teachers meet these standards. This is a necessary first question in determining how to improve teacher education programs. This study aimed (a) to examine preservice teachers' technology access at school and home, and (b) to determine if a relationship exists between the technology access (i.e., at school and home) toward their technology competency and attitude. Participants were 119 preservice teachers who had field experience at public schools (F=53, M=66) from four different physical education teacher education (PETE) programs in the United States. A validated survey instrument, A Technology Competency and Attitude Questionnaire for Physical Education Teachers, derived from the ISTE standards, was used for data collection. The instrument consisted of three parts: competency (i.e., operation and integration), attitudes (i.e., aversion and affinity), and demographic information including technology access at school (S) and home (H). More than 90% of participants reported that their technology usage occurred on desktop computers, the internet, printers, and VCR's at both school and home. Varied usage was found on video/digital camcorder (S: 79.0%, H: 52.9%), digital camera (S: 69.7%, H: 62.2%), pedometer (S: 67.2%, H: 52.9%), scanner (S: 65.5%, H: 46.2%), notebook computer (S: 31.1%, H: 34.5%), heart rate monitor (S: 46.2%, H: 15.1%), LCD projector (S: 37.0%, H: 1.7%) and Personal Digital Assistant (PDA) (S: 15.1%, H: 11.8%). The results from the point bi-serial correlation showed: (a) the school access on especially pedometer, heart rate monitor, PDA, and notebook computer was positively correlated to technology competency (p < 0.01), but no correlation was found between school access and preservice teachers' attitude toward technology (p < 0.01), and (b) attitude was correlated with having home access on certain items such as notebook computer and printer (p < 0.05). Two conclusions from these findings are: (a) technology access at teacher education programs was an important factor to predict preservice teachers' technology competency in terms of the proficient operation of technological devices and successful technology integration into their teaching, and (b) improving technology access on specific items such as pedometers, heart rate monitors, notebook computers, and PDA's, is essential in PETE programs.Keyword(s): professional preparation, research, technology