This article presents a case study of one pre-service secondary school mathematics (PSSM) teacher taken from a larger study within an English-speaking Caribbean context. The major goal of the larger study was to investigate the experiences and perceptions of the PSSM teachers as they explored the graphing calculator and mathematics software in their instructional practices. Guiding the study was the conceptual framework formed from three compatible theories of Blume's model, Senge's model and the learner-centred approach. The significance centres on teacher education and continued professional development in the context. One PSSM teacher, who has much impetus for the integration of technology in mathematics education, addressed the challenges, coping strategies, and his willingness to transform from the old "chalk-and-talk" style to that of a facilitator through reflective practice. (Contains 1 table.)