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Abstract: The aim of this paper is to provide insights into differences between pre‐service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of planned behaviour (TPB) in the context of using information and communication technology in education. The target group consisted of 267 first‐year pre‐service teachers at 3 Finnish universities. Differences between pre‐service teachers were outlined using cluster analysis based on their knowledge of different TPACK areas (the respondents' weak and strong areas). To see how the TPB areas aligned with the 4 TPACK clusters, 1‐way analysis of variance was used. Statistically significant differences between the 4 clusters were found in all the TPB areas except subjective norms. These results provide insights into the differences among pre‐service teachers in the context of TPACK and the TPB. They also suggest that instead of considering pre‐service teachers as one homogenous group, we need to understand the variations among their abilities and knowledge in order to be able to provide them with support they need within teacher education. [ABSTRACT FROM AUTHOR]