The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their motives for using technology in teaching mathematics. Each teacher was observed during ten classroom periods over a five-month interval. Following each observation, a debriefing interview was performed by the author and electronic artifacts used in the classroom instruction were collected. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics. These findings have implications for technology integration in teacher preparation programs.