Abstract: Given the changing state of information and communications technology (ICT), teacher preparation programs are constantly looking for better ways to help preservice teachers learn how to use ICT effectively for student learning. This qualitative study uses interviews and the text of critically reflective blogs to analyze the impact of a cognitive apprenticeship model used in a stand-alone technology course on preservice teachers’ beliefs and attitudes toward instructional technology use. The cognitive apprenticeship model uses modeling, coaching, scaffolding, reflection, articulation and exploration to make ways of thinking clear to students. The instructor/researcher proposes that these elements can function as the external variables in the technology acceptance model wherein the students’ beliefs about the usefulness and ease of use of ICT could impact their attitudes and later use of ICT in the classroom.