The contribution of pre-service teachers using Web 2.0 tools for peer interaction to provide the other pre-service teachers is more remarkable than pre-service teachers who use Web 2.0 tools for individual purposes. This research aims to determine the change of technology perceptions of pre-service teachers studying in learning environments created by using Web 2.0 tools which were Wikipedia, Facebook and blogs. This research also strives to reveal the underlying causes of this change within the context of peer learning. Sixty-nine pre-service teachers who attended Computer-2 Class in a large public university participated in this research and the sequential explanatory mixed method was applied. In this research the qualitative data were collected by using Scale of Technological Perception in the form of pre and post-tests. Then, quantitative data were collected by interview forms to determine the effect of learning type on technology perception and their choice of peer or individual learning. The findings obtained from qualitative data indicate a significant difference between pre and post test scores as the score is higher in post-test regarding technology perceptions. The analysis of the interviews show that peer learning promotes computer skills, high level learning skills. In addition, it develops affective features such as socializing, interaction and psychological effects.