The purpose of the study is to introduce dynamic geometry software to prospective mathematics teachers and investigate their usage processes of technology on a geometric task. The participants of the study were three prospective mathematics teachers purposefully selected from 52 sophomores by their technological pedagogical content knowledge scores. A geometry task was given to each participant and their progresses on three dynamic geometry software were observed regarding their reasons for selection and usage. According to results, it was raised that technological pedagogical content knowledge of prospective teachers have great influences on purposes of using drag and measurement features of dynamic geometry software. The participants reached appropriate generalization using Geometry Expressions with its symbolic nature thus they stated it as easy to use while testing constructions or exploring geometrical constructs.