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Based on the collective case study of two tea-cher education programs at a normal university in SouthChina, this paper examines the role of curriculum leader-ship in the development of information and communicationtechnology (ICT) in education competencies of pre-serviceteachers. The two cases allow comparisons to uncover thecomplex interrelationship of components in curriculumleadership system and its role in the ICT in educationcurriculum structure and content, and ICT in educationcompetencies of pre-service teachers. As the self-assessedpre-service teachers’ technological, pedagogical, and con-tent knowledge (TPACK) perception is more likely to be agood predictor of their ICT in education competencies, atotal of 99 pre-service teachers in the two programs weresurveyed to examine their self-assessment of the TPACK.The study employed the sequential mixed-method ap-proach. Data from this survey supported by documents andinterviews suggest that curriculum leadership has an im-pact on pre-service teachers’ ICT in education competen-cies. The curriculum leaders at the university level [e.g.,the Vice -President (Academic)] provide support in termsof policy formulation and resource allocation. Subordinateschool level curriculum leaders [e.g., the Vice-Dean(Academic)] have a significant impact on the ICT ineducation curriculum structure, course objectives andacademic credit management; whereas curriculum leadersat the classroom level (e.g., course coordinators or lectur-ers) have a significant impact on course content andpedagogy. The findings also suggest that (1) curriculumleadership shapes and is shaped by the teacher educationprogram; (2) sustained efforts are required to improve co-ordination and communication between different curricu-lum leadership levels; and (3) feedback and reflections ofpre-service teachers’ ICT learning experiences are impor-tant to inform the practices of the curriculum leaders