Computer Algebra Systems (CAS) are increasing components of university-level mathematics education. However, little is known about the extent of CAS use and the factors influencing its integration into university curricula. Pre-university level studies suggest that beyond the availability of technology, teachers' conceptions and cultural elements are key factors in technology integration into mathematics teaching and learning. This article reports on interviews, examining mathematicians' conceptions of CAS and its pedagogic uses, conducted with 22 mathematicians' in three countries, Hungary, United Kingdom, and United States. The findings showed some similarities, but numerous differences, with school-level studies. In the article, I shall outline the methodological approach of the study, discuss some preliminary results from my data analysis, and compare my results with findings of school-level studies.