<p>This study assesses the quality of teacher preparation program implementation focusing on the mediating role of college-based capacities in the relationship with technology integration in the Southern Nations, Nationalities, and Peoples Region of Ethiopia. A quantitative methods design employed, utilizing cross-sectional surveys with 294 participants from four teacher education colleges. In a study using SPSS version 26 and structural equation modeling, it found that technological pedagogical content knowledge (TPACK) had a significant impact on the quality of implementation, the provision of materials, and outcomes such as instructor effectiveness. The study also revealed that college capacities, including leadership, resources, and the attitudes of diploma graduates, played a mediating role in the relationship between technology integration and implementation quality. Correlation analysis showed strong positive relationships between technology integration, and factors such as instructor efficacy, leadership support, resource availability, and attitudes toward technology integration. The findings highlight technology integration significance to the proposed model and its interconnectedness with organizational and human elements influencing effective technology use in teacher education. Theoretically, the results align with resource-based and transformational leadership theories, emphasizing strategic resource utilization and leadership practices enhancing teaching and learning through technology. Practically, a comprehensive approach investing in TPACK competencies, instructional leadership, and resource provision recommended for impactful educational reforms. The study contributes an original model clarifying the dynamics between technology integration, college capacities, and implementation quality in teacher preparation contexts.</p>