This study analyzed three different groups’ perceptions of 21st Century literacy and technology. The three groups were juniors and seniors at two large urban high schools, juniors and seniors in teacher education programs from four mid-west post-secondary schools, and the four deans of education at four post-secondary schools. A mixed methods research design was used including a survey of student groups and interviews of all four deans and representatives of each of the schools. Findings included differences in perceptions of each of the groups as well as differences in access and use of technology. The implications for teacher education and future research in the area of 21st Century literacy are included.