The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students solving mathematical problems to look for evidence of student understanding and determine how they could use that information to guide instruction. Findings suggest that prospective teachers may lack or ignore tools to critically think about the interdependent relationship in ways that might promote diverse methods involving technology. Also, prospective teachers may be limited to constructs of their content knowledge when evaluating student conceptions and constructing aligned pedagogical strategies. Implications for teacher education are discussed.