The purpose of this quantitative study was to examine preservice music teachers’ perception of their experiences and self-efficacy with music technology in Oklahoma music teacher preparation programs. Specifically, I aimed to answer (a) what experiences preservice music teachers had with music technology during their undergraduate program, (b) the various ways that preservice music teachers were provided opportunities to explore the implementation of music technology in their coursework, field experiences, and student teaching, and (c) how efficacious preservice music teachers felt about utilizing music technology in their future classrooms. Preservice music teachers (N = 53) across multiple universities in Oklahoma were contacted to complete an online survey regarding music technology preparation, self-efficacy, and preservice music teachers' planned future implementation of music technology. Results from this study indicated differences among multiple variables regarding preparedness, confidence in future use, and self-efficacy regarding music technology opportunities and integration into their undergraduate coursework. Overall, preservice music teachers felt unprepared to teach using music technology post-graduation and lacked confidence in teaching music technology. However, preservice music teachers agreed their music technology skills increased after gaining professional teaching experience. Implications for music teacher preparation programs, music teacher educators, and inservice music teachers are discussed.