Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their individual innovativeness can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that individual innovativeness was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.