This study explored how the challenges encountered during integral sign determination process change after various learning processes. In this comparative investigation which is based on qualitative data, the students in the CAS group were subjected to technology enhanced teaching whereas the students in the traditional group were subjected to the traditional centered teaching approaches. Sign determination challenges of the students according to the groups were determined by means of pre- and post-application tests, and semi-structured interviews were employed as supportive data. The findings show that the students in CAS group, in comparison to the students in traditional group, had less "negative area" misconception in definite integral after teaching processes. In this investigation, it has also been discussed how teaching technology influences eliminating misconception. [For the complete proceedings, see ED597799.]