This paper describes a pre-service mathematics teachers' technological pedagogical content knowledge (TPACK) during her school experience. This study focuses on how the participant taught different views of three-dimensional objects in a private middle school. It is a descriptive case study in which the data was collected through semi-structured interviews, observations, lesson plans and corresponding GeoGebra files. The data analysis showed that there is an increase in the technological pedagogical content knowledge of the participant during the practicum. In other words, the findings of the study reveal that there was an observable development in the participant's skills in teaching with technology during the school experience course which helped the improvement of her TPACK. It is proposed that the school experience helped her develop her knowledge of teaching in dynamic geometry-integrated mathematics classrooms. This claim and resulting implications for practice are unpacked in further detail.