Students' ability to use appropriate tools strategically is an important skill of mathematically proficient students (SMP 5, CCSSI 2010, p. 7). A parallel practice for teachers is using appropriate tools strategically for mathematics instruction. An important element of this practice is that the use of technology depends on the goals of instruction. Once a teacher has identified mathematical goals, high-level tasks provide opportunities for students to think critically about mathematics (Stein and Smith 1998). Further, technology can support goals related to students' mathematical thinking and behaviors (NCTM 2000; CCSSI 2010). In particular, interactive geometry software, or IGS (known also by the trademarked term "dynamic geometry," or DGS) support learning important mathematics (Hollebrands and Dove 2011) and students' mathematical thinking (Sherman 2014; Cayton 2012). In this article, the authors share a research-based framework for critically evaluating and revising interactive geometry tasks to support students' mathematical thinking. They demonstrate how to use this framework by analyzing a task from a geometry textbook and discussing several ways the task could be revised.