This multi-faceted research study examined the current approach of educational technology courses and how integrating modern learning technologies into curriculum effectively is addressed in pre-service education programs at U.S. universities. The primary goal was to explain the current trends in the reviewed pre-service programs in relation to how future educators are prepared by the universities to incorporate educational technology and use technology enhanced curriculum. This study was an exploratory, non-positivistic qualitative study that employed multi-strategy and survey research approaches in order to establish a baseline of the way that technology integration skills are being addressed in undergraduate pre-service educator programs today. Survey participants were educators within a public or private K-12 system in the U.S. The participants' level of education, university attended, educational technology experience, and technology perceptions were gathered from the survey's Likert-type and open-end questions. Current and historically statistics and data were collected for each university identified from the survey responses. Findings of this study revealed outcomes related to participants' education, perception of educational technology, and university educational technology course offerings and/or requirements for undergraduate pre-service educator programs. Results of this research study provide a solid foundation for future research in these areas within the field of education.