In response to the growing need for digital literacy, the Austrian Ministry of Education introduced digital education as a stand-alone subject in 2022, prompting its integration into existing Computer Science teacher training programs. This study explores the effects of this significant curriculum reform on the preferences, perceptions, and preparedness of 70 students enrolled in either the traditional computer science or the newly combined computer science & digital education teacher training. Through a comprehensive survey, the research investigates whether students prefer the blended or the stand-alone computer science university curriculum and identifies the factors influencing their choice. The study also examines how effectively digital education has been integrated into the curriculum and its impact on students’ perceptions of their teaching readiness. The findings reveal mixed reactions, with some students appreciating the broader skill set provided by the combined approach. In contrast, others express concern over the diminished focus on core computer science topics. This paper highlights the challenges and opportunities of implementing such curricular changes and offers insights for improving teacher education in the digital age.