The internet is used by teachers to help find resources to integrate technology into their classrooms in a variety of ways (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013). The purpose of this study was to investigate the websites preservice teachers (PSTs) used during their field experiences in secondary mathematics. To address the purpose of this study, the researchers collected survey data, lesson plans, and PST' s work. The Technological, Pedagogical, Content Knowledge (TPACK) Framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model both served important roles within a pre-service methods course. Implications of this study suggest PSTs may benefit from learning how to assess the quality of resources, learn proper implementation of website resources, and address the variety of ways resources can be used to integrate technology into their mathematics curriculum.