Starting from a controversy about the digital competence of digital natives, this exploratory qualitative study examines the beliefs of high school preservice teachers with regard to their future role in developing that digital competence. Interviews were conducted with 36 participants from three Quebec universities and data were analyzed with a thematic analysis. The results reveal that preservice teachers are aware of their responsibility to develop digital competence of students in its triple technological, cognitive and ethical dimension. Although they are optimistic that they will succeed in this mission, they consider that the university training received did not sufficiently prepare them to take on this responsibility. This study can inspire education institutions on the changes to be made in the training programs of preservice teachers in the field of digital competence.