This chapter examines preservice teachers’ attitudes toward varying stages of emerging technology influencing educational practices, content knowledge, and assessment for their anticipated careers. It analyzes self-reported perspectives and the dynamic shifts in perspectives that innovative online tools and resources have had on their perceptions and practices across 5 years of research. This chapter begins by examining survey results from student teachers in 2021–2022, a period preceding the integration and widespread consideration of artificial intelligence, virtual and augmented reality, the Metaverse, and large language models. Analyzing students’ predictions about how emerging technology will shape their education and future careers, this chapter evaluates the affordances and constraints that preservice teachers perceive towards influencing their professional roles as educators. Next, this chapter synthesizes several studies that track the shifting attitudes and practices among preservice teachers and teacher educators during varying stages of advanced technology becoming readily available for public use. Finally, this chapter emphasizes the importance of adapting policies and enhancing professional development to equip all stakeholders for AI and other tools’ impact on educational practices. It also highlights the need for research to examine diverse perspectives and understand how these new digital tools will shape future generations.