This study investigates the effects of a technology methods course containing a unique collaborative design experience on prospective elementary and secondary mathematics teachers' technological beliefs, computer algebra system (CAS) beliefs, and technological pedagogical content knowledge (TPACK). Overall gain scores on all three instruments were statistically significant. Moreover, gender and level (elementary vs. secondary) were statistically significant predictors of TPACK gain scores. However, the influence of level on TPACK gain score was different for female prospective teachers (PTs) than male PTs. Even in the case of low gain scores PTs displayed beliefs that were aligned with productive uses of technology in the classroom. PTs showed greater gains on knowledge subdomains associated with technological knowledge than on technology free subdomains (e.g., pedagogical content knowledge). [For the complete proceedings, see ED629884.]