This study sought to examine the development of prospective secondary mathematics teachers' Technological Pedagogical Content Knowledge as they worked individually and in small groups to develop and present lessons with dynamic mathematics software. In a three-semester long study, data were collected from 68 prospective secondary mathematics teachers enrolled in methods courses through their written reflections, lesson plans, and classroom observations. Our results suggest that the prospective teachers' perspectives on teaching and learning mathematics with technology were enriched as a result of their participation in course activities. We discuss pedagogical implications for these results in a final section. (Contains 1 table and 5 figures.)