This study proposes to examine a theoretical framework that can help explain factors influencing technology integration of pre-service teachers' during their teaching practice in teacher preparation programs. Using partial least squares structural equation modeling (PLS-SEM), along with con- firmation composite analysis (CCA), a Qualtrics online survey was distributed to respondents in Jambi Province, Southern Sumatera Island, Indonesia. A total of 1217 responses were collected for data analysis. Data were coded, cleaned, and preliminarily analyzed using the Statistical Package for Social Sciences (SPSS). Subsequently, the proposed model and hypot heses were examined using SmartPLS software. The results of this study revealed that PSTs' technology integration, accep- tance, and intention to use technology, technology skills, and the level of technology innovativeness significantly affect technology integration during teaching practice among PSTs. Furthermore, the study found that when PSTs have experience using or integrating technology in their teaching practices (TITP), it positively impacts the quality of their technology integration in their future classrooms, enhancing their engagement with students (QTI). This study discusses the implica- tions, contributions, and limitations in various sections. Keywords: Confirmatory composite analysis, pre-service teacher, structural equation modeling. technology integration