The purpose of this research was to investigate the barriers to technology integration encountered by pre-service science teachers during technology enriched teaching and to examine the effect of training program for overcoming barriers. This case study was conducted with pre-service science teachers toward the end of a four-year teacher education program during the 2010-2011 academic years. 27 pre-service science teachers (24 female, 3 male) participated in a 5-week technology enriched training program in the fall semester of 2010. After the training program, pre-service science teachers first prepared technology enriched lesson plans and then completed 30 minutes microteaching. In the spring semester of 2011, six female pre-service teachers randomly selected from a pool of 27 pre-service science teachers completed their field experiences. Data were gathered via semi-structured interviews, science methods course practices evaluation forms, video-recordings and focus group interview. The results of this study show that in spite of technology enriched training, participants especially had second order barriers such as lack of technology knowledge in the fall semester. On the other hand, in the spring semester participants encountered first order barriers such as classroom layout and lack of technical support.