Secondary mathematics preservice teachers enrolled in a methods class at a large Midwestern University were supported to develop their TPACK knowledge. Instructional tasks included engaging with explorations using technology to support reasoning and sense making, creating entries for a technology portfolio, studying theoretical constructs about different ways to use technology, and teaching mathematics lessons that integrate uses of technology. Portfolio entries were analyzed to look for the types of technology selected as well as for the ways in which technology was used. Preservice teachers included a variety of digital technologies in their portfolio entries, but most of the uses described aligned with ways to use technology to support reasoning and sense making. Findings suggest that the course helped preservice teachers develop their TPACK knowledge. [For the complete proceedings, see ED658295.]