Multiple theoretical perspectives were applied to investigate what happened as four teacher educators used web-based video case technology in their pre-service literacy methods courses. In particular, this study examined the impact of the cases on the teacher educators' course curriculum and instruction and the impact of the teacher educators on the video cases as a technology for pre-service literacy education. Interviews, and observations were conducted and syllabi were collected over one academic year. Analyses were conducted using four theoretical perspectives—Transformational, Transactional, Deictic, and Critical—to reveal the powerful influence teacher educators have on the preparation of literacy teachers and the impact of context and surrounding factors on the teacher educators' curriculum and pedagogical practices. This study is particularly informative in four areas: (1) Literacy Methods Course: Findings reveal that the use of the web based video cases changed the curriculum and pedagogy of the all the teacher educators' methods courses, but the resulting changes were not uniform across the four teacher educators studied. (2) Teacher Educators: Results indicated that the teacher makes a difference in pre-service development and that contextual factors for each teacher educator also make a difference. (3) Technology, Literacy, and Teacher Education: It was found that a new literacies perspective was not necessarily taken up in any of these literacy methods classes even though the teacher educators and their students used new technologies. Specific education and support for teacher educators appears to be required for such a perspective to be adopted. (4) Theory for Research in Literacy Teacher Education: Findings revealed that the multiple theoretical perspectives taken in this study were necessary to understand the realities, complexities, and possibilities of the implementation of web-based video cases in pre-service literacy methods courses. No single perspective captured the impact of the use of the video cases. Implications are drawn for future research in literacy teacher preparation, curriculum and practice in pre-service literacy programs and courses; use of technology in the preparation of literacy teachers; and the role of university context and literacy leaders in the development of pre-service literacy teachers and well qualified literacy teacher educators.