This qualitative case study investigates how preschool teacher candidates' perceptions about technology integration change during the technology-rich Material Design course that was based on the technology-pedagogical-content knowledge (TPACK) framework. Twelve preschool teacher candidates, enrolled in an Instructional Technology and Material Design course, participated in the study. Firstly, focus-group interviews were conducted and an open-ended questionnaire was administered. The results showed that the reasons of the preschool teacher candidates' negative perceptions about technology integration pertained to their not knowing how to use technology and finding technology unnecessary to use in preschool teaching practice. Secondly, four activities based on TPACK were designed to provide preschool teacher candidates specific experience on technology use and show preschool technology use examples with the purpose of changing these negative beliefs. Data were gathered through journals, assignments and a software evaluation form. According to the study results, most of the preschool teacher candidates' negative perceptions about technology integration became positive after experience with technology integration. (author abstract)