Technological progress has resulted in unprecedented access to technology in education. While this removes the age-old issue of information and communications technology (ICT) availability for pre-service teachers, it does not remove the need to meaningfully integrate technology into their practice. Three areas of influence significantly impact the self-efficacy of pre-service teachers and, therefore, their ability to effectively use technology. The first, initial teacher education, should provide technological, pedagogical, and content knowledge (TPACK) initiatives to prepare trainees for practice, alongside mentors who are themselves competent in ICT integration. The second, schools and school communities, must provide relevant professional development around ICT use alongside a positive and open-minded culture around ICT use in the school, as well as addressing issues of access for students in lower socioeconomic areas. Finally, the pre-service teacher themselves must maintain an open mind and a constructivist pedagogical perspective to increase their own self-efficacy and successfully integrate technology into their future practice.