As technology become more ubiquitous in the classroom, teachers need to overcome two types of barriers to use it effectively: access to resources (including the development of knowledge) and the development of appropriate beliefs. To assist teachers in overcoming these barriers, we must understand the relationships that exist among them. We examined relationships between middle grade prospective teachers' beliefs and their technology, pedagogy, and content knowledge framework (TPACK). We found possible relationships between their beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology and their content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge, respectively.