In this study, we examine mathematicians' perspectives of the utility of software in mathematics and the teaching of mathematics. In particular, we report findings from a survey questioning 422 mathematicians with respect to their beliefs regarding the usefulness of software in mathematics research, teaching, and learning; recommended software titles; courses best-suited for technology use; and concerns regarding the use of technology. Results indicate that a majority of participants agree that software is important in mathematics but less important in teaching and learning mathematics. In addition, participants identified which software they feel has the most utility to college students. Results also show that the perceived benefits of technology use in mathematics education at all levels remains divided, in particular while some suggested more fully integrating technology into the curriculum, others express concern for overuse and reliance.