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Preserve teachers must be prepared to integrate technology in classroom learning. This technical capability must be adapted to the material to be taught. Material for physics has a different character, especially in the selection of media. Media on one material is not necessarily suitable for other materials. Preserve physics teacher must have the ability to analyze content and find appropriate technology in making media. The purpose of this study was to implement project learning for ICT based learning in physics courses for a preserve physics teacher. This research can be used to see how significant Technological-Content-Knowledge (TCK) preserves physics teacher is through Project-Based Learning (PjBL). This PjBL is applied to the undergraduate preserve physics teacher level. All students participated in full lectures for 16 meetings, which were combined between the explanation of topic matter guidance and progress report. The lecturer will give feedback to all students. The data taken is the initial ability of students, evaluation of progress reports, and project output of each student. The results obtained were students preserve physics teacher had a portfolio and an increase in TCK preserves physics teacher, were initially students were still having difficulties in applying technology with physics content. Another finding is that students experience increased self-efficacy.