We present results from our research on beliefs of future k12 teachers concerning educational technology which were acquired earlier in life. The study shows the need to focus on the topic of beliefs since these constitute one of the last frontiers in the integration of Educational Technology in teaching (Ertmer, 2005; Hew & Brush, 2007). As part of an interpretative qualitative approach, we selected two groups of future teachers in their initial training period who were in apprenticeships at the time of conducting the research. Depth interviews were conducted in two stages: first, before teacher students started classroom work designing and implementing a lesson plan, and the second immediately after the activity was carried out. Recurring beliefs concerning pedagogical and educational technology were identified in both cases. There were about ten beliefs in common between the cases, in line with results of recent research (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur & Sendurur, 2012). Our results demonstrate the impact of the biographical experiences, especially with respect to beliefs developed in the early years of schooling. It seems that teacher’s beliefs which were acquired at an early stage are not challenged during teacher education and continue to be significant in their practice.