The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.