The exploration into cultural practices occurring in households has become more fluid and transparent process thanks to the presence of mobile technologies that allow members of a group to capture daily occurrences. This case study explored ways in which three Latino preservice teachers used mobile devices to discover connections between scientific/mathematical knowledge generated in their household and the academic curriculum. Through reflection and dialogue, three prospective Latino teachers were prompted to transform the focus of their exploration.The findings indicate that through prompted praxis our participants discovered science and mathematical connections in cultural practices emerging from their household.