The aim of this study was to explore how landmark-based STEAM projects can be created to run cross-country math trails utilizing augmented reality and 3D printing technologies. A study was conducted involving 42 prospective teachers at a teacher education institution. We organized a series of lectures in a spatial geometry course and explored prospective teachers' work. With the help of the GeoGebra classroom, a learning environment has been built. The lectures are held with a team-based project. Data was collected by observing and interviewing prospective teachers as they worked on projects and analyzed products. The findings suggested that prospective teachers successfully applied the geometry theorems they learnt to create 3D models of the chosen landmarks using GeoGebra. These landmarks are linked to topics from the school curriculum in order to produce STEAM-based tasks. A math trail is produced by linking a series of these tasks using Augmented Reality and 3D printing technologies. This trail has the ability to be utilized across nations to learn about each other's cultures while studying mathematics by introducing various landmarks in several locations.