A Technological Pedagogical Content Knowledge (TPACK) based instructional design (ID) model is proposed to improve preservice teachers' technology application in multidisciplinary technology integration courses. A design-based research (DBR) approach was applied for this dissertation to develop, implement, evaluate, and revise three prototypes of the TPACK-based ID model to generate a robust model for preservice teachers' TPACK improvement. The development and implementation of the three prototypes comprises three implementation studies presented in this dissertation, each of which has been or will be submitted for publication in a refereed journal. The progression of the prototypes included constant revision of activities to improve preservice teachers' teaching-related knowledge and increase of practical opportunities for them to apply technology in consideration of subject matter. Results showed that preservice teachers' understanding and skills with regard to TPACK gradually improved as the prototypes progressively improved, and the third prototype implementation study demonstrated the most promising framework for preservice teachers' TPACK acquisition among the three prototypes.