This research project examined Pre-Service Teachers preparedness to use EdTech in practice, to assess whether they have been prepared by their Initial Teacher Training Provider to fulfil the requirements set by the Ofsted Education Inspection Framework: providing a rich curriculum and preparing their pupils for further study/employment. This research is a case study of one Initial Teacher Training University, where both undergraduate and postgraduate Primary years teacher training students who had experience in placement schools were investigated via online questionnaires and semi-structured telephone interviews. The research found that there is a divide between whether students feel prepared to use EdTech in practice, however these findings are inconsistent with literature, as whether the Pre-Service Teachers felt prepared to use EdTech in practice had no relation to whether they felt confident using technology in general. Additionally, this research found that Pre-Service Teachers have a bank of ideas for how EdTech could be used to fulfil a rich curriculum and prepare their pupils for further study/employment, even though few had observed EdTech being used during for this purpose during placement. The research concludes by recommending that the university allot more curriculum time to focus on technology integration so that Pre-Service Teachers feel more prepared when they enter placement schools, and later when they enter the profession.