Student teachers who wish to focus on early childhood education are now expected to be prepared to leverage ``computer integrated education`` or ICT programs in their future curriculum. Many educator programs in South Korea offer courses related to computer education, but few student teachers are willing to take advantage of computer integrated education. Previous studies related to student teacher`s computer integrated education has been conducted mostly in western countries and focused on computer self-efficacy and educational ICT attitudes. However, this study is designed to explore the causal relationship between student teacher`s pedagogy related variables (constructivist beliefs, teacher efficacy) and computer literacy (computer self-efficacy and educational ICT attitudes) to discover how it affects their prospective ICT integration. A survey was conducted among students teachers in 2 colleges and 2 universities (N=267). Results showed that future ICT integration correlates with all teacher related variables and there was a direct or indirect causal relationship among variables. Implication for teacher education programs and future research direction are presented.