The purpose of this qualitative case study was to examine the modeling of technology by mathematics professors in two universities in teaching required courses for secondary level pre-service mathematics teachers. Six professors participated in this case study. Their responses were documented in pre- and post-interviews and data were gathered from observations in the classes and course syllabi. To discover the modeling of technology in the professors' own practices, two research questions were studied. The findings of the data analysis suggest that the mathematics professors modeled the use of technology tools in teaching the required mathematics courses for secondary level pre-service mathematics teachers in varying degrees. Four of the mathematics professors modeled the use of technology in accomplishing tedious calculation and demonstrating mathematics concepts. Two other participants modeled technology tools use beyond the use of doing calculation and demonstrating mathematics concepts. For these two mathematics professors, technology was modeled in creating examples of calculus concepts where attributions can be manipulated by students, and to visualize different occurrences; providing learning environments where students become active learners by interacting with the course content facilitated by technology. All of the mathematics professors express comfort using and teaching with graphing calculators. However, when examining subject-specific technology, some discrepancies between what is considered important and what mathematics professors are comfortable with using were found. For example, Geometer's Sketchpad and spreadsheets are deemed important for high school pre-service teachers, yet only two out of the six mathematics professors indicated that they are comfortable using these technologies and modeled its used in their teaching. In terms of motivations in using technology in their classroom, two major factors emerged--the benefits or capabilities offered by technology tools in teaching mathematics and the availability of technology tools that could be utilized in teaching mathematical concepts. For the inhibiting factors, the mathematics professors indicated that more time is required in learning new technology and in preparing lessons integrating technology; concern for students' dependency in using calculators; and the availability of technology resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]