This paper discusses the results of a pilot study that explored how prospective secondary school teachers are shaped by learning experiences during their undergraduate mathematics education. The collaborative study, which was conducted by a mathematician and a mathematics educator, drew from the experiences of prospective teachers in a non-traditional undergraduate mathematics program that makes extensive use of technology. Analysis of data collected from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teachers' learning of the mathematics needed for teaching. Furthermore, the analysis shows that prospective teachers' experiences of ownership, engagement, and pride are key to positive learning experiences. (Contains 2 figures.)