This article describes an instructional sequence used with inservice secondary mathematics teachers as part of a graduate course. The instructional sequence focused on designing tasks using Interactive Geometry Software (IGS). This study answers a call for replication studies to investigate the use of an established instructional sequence. Results confirm previous findings when implementing the instructional sequence with preservice teachers and demonstrate that the instructional sequence supported inservice teachers in creating high-level tasks that use IGS as a reorganizer to support student thinking. Comparison of previous and current results point to several implications for potential revisions to improve the instructional sequence, as well as revisions to the IGS Framework.