In this paper, I report on preservice teachers' reflections and perceptions on their problem-solving process in a technological context. The purpose of the study was to investigate how preservice teachers experience working individually in a dynamic geometry environment and how these experiences affect their own mathematical activity when integrating content (nonroutine problems) and context (technology environment). Careful analysis of participants' perceptions regarding their thinking while engaged in problem solving, provided an opportunity to explore how they explain the emergence of problem solving when working in a dynamic geometry environment. The two participants communicated their experience both through the lenses of themselves as problem solvers and as future mathematics educators. Moreover, the results of the study indicated that problem solving in a technology environment does not necessarily allow focus on decision-making, reflection, and problem solving processes as reported by previous research.