“Accredited schools, colleges, and departments of education should prepare candidates who can integrate technology into instruction to enhance student learning” (NCATE, 2002). Teacher preparation programs have not kept pace with the availability of technology for K-12 schools (Northup & Little, 1996), yet first-year teachers are expected to integrate sophisticated technologies (Parker, 1993). Teacher preparation programs need to address the problem of teachers’ ability to incorporate technology into their daily practice (Sanholtz, 2001). For teachers to effectively integrate technology they must have the skill and comfort to do so (Fredius & Grose, 1998). In physical education teacher education (PETE) the use of web-based instruction (Cai, 2002) and computers for field experiences (Jones, Garrahy, & Coleman, 2001) has been positively integrated into coursework. How perceived ability and comfort changes as result of a required PETE technology course is unknown. The purpose of this study was to compare the effects of direct and indirect instruction on preservice teacher perceived ability and comfort toward the integration of technology into physical education. Eighty-two preservice teachers were recruited from intact classes at two universities. Participants were enrolled in one of three classes: technology-direct instruction, technology-indirect instruction, or instructional strategies (talked about technology). Direct and indirect instruction participants completed a pre/post survey, weekly reflections, and five technology assignments (Fitnessgram instruction, video editing, web development, Power Point, and a final project containing these technologies). The instructional strategies group completed only the survey. To control content similar software, hardware, instructional time, technology experience, percent of coursework requiring specific technologies, and assignment criteria were matched. To confirm the method of instruction lessons were videotaped and reviewed by two pedagogy experts. The survey results indicated that all preservice teachers, in the direct and indirect instruction groups, increased comfort and ability across the four technologies. No member of the instructional strategies group reported increases in comfort or ability relating to the specific technologies. There was a significantly higher (p<. 05) comfort rating for the Fitnessgram (100%) and web development (94%) for the direct instruction group. Surveys, technology assignments, and reflections were also analyzed using a constant comparative method (Lincoln & Guba, 1985) revealing that physical education preservice teachers were more likely to use technologies of high comfort in their final projects. Findings suggest that both direct and indirect instruction increase comfort and ability, however direct instruction may have a greater impact for specific technologies.Keyword(s): technology