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The study assessed students' perceptions of their technology-supported learning environments in teacher education classrooms in NAAC Accredited Colleges of Education in Jammu. The study is quantitative in nature and consisted of a sample of 150 students taken from two NAAC accredited colleges of education. The study utilizes the Technology Rich Outcome Focused Learning Environment Inventory (Aldridge and Fraser, 2003) modified by Gupta (2007). The results of the study reported that the modified TROFLEI was a reliable and valid instrument for assessing the learning environments in a technology-supported teacher education classroom. The assessment of the nature of the psycho-social learning environments revealed that students have a high mean score on all the scales of the TROFLEI and there are significant differences in the actual and preferred learning environments. Results showed that students usually want more teacher support, more cooperation and equity, more involvement and task orientation and more technology teaching than what they perceive is at present in a technology-supported learning environment. With regards to attitude towards technology, the students generally exhibited a positive attitude towards technology. Significant associations were also reported between the students' perceptions of their technology-supported learning environments and their attitudes toward technology. No significant gender differences were observed in the technologysupported learning environments.