The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. The TPACK conceptual framework is based upon the premise that effective technology integration for pedagogy around specific subject matter requires understanding of the dynamic relationship between all three knowledge components. The purpose of this article is to discuss the TPACK required for teaching Statistics, and to assist Australian teachers to make sense of the TPACK required for the effective integration of technology in statistics instruction.