This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching experiences, and semi-structured interviews. While the interviews suggested TPACK thinking among the TPACK levels, the microteaching experiences and instructional plans revealed a level prior to the formal TPACK levels. A pre-recognizing level indicated that while teachers may envision ways to integrate technologies in their instruction, they are less likely to implement these ideas in their instruction.