Instructional technology has become a crucial component of public education. Reflected in the college and career-ready standards being implemented across the United States, an emphasis has been placed on preparing students with both the literacy and technology skills needed to succeed in postsecondary education and the workforce. Though a growing body of research has studied the theory and best practices for developing students’ disciplinary literacy skills in the high school classroom, research that investigates the ways preservice secondary teachers use instructional technology during their student-teaching internship is an emerging area of study. In this paper the researchers explained how they used the Substitution, Augmentation, Modification, Redefinition framework as a guide for analyzing the ways preservice English and social studies teachers used technology while completing their internship and reported those findings. The article concludes with recommendations for developing preservice teachers’ use of instructional technology during their teacher education program.