The purpose of this study is to investigate the effects of multimedia case-based learning on pre-service teachers’ knowledge integration related to using technologies in practice. The participants were 78 students who were enrolled in a teacher preparation course. They were provided with interventions that included either video cases or no cases. The authors compared the two groups’ TPACK scores representing technological, pedagogical and content knowledge, and their integration. The results of this study show that learning with video cases was beneficial to both individual knowledge acquisition and knowledge integration. However, the video case group and the no-case group did not show any differences in their understanding of technological content knowledge and technological, pedagogical content knowledge.