The modeling approach is used to prepare students to become responsible citizens and face the challenges and demands of modern times, mainly when they engage in modeling activities using digital tools. This study investigates the features of digital tools used in modeling processes among prospective teachers. Thirty-two prospective mathematics teachers participated in this study, and data were collected from video recordings of their participation in three modeling activities involving digital tools. The study's findings indicate that in the first activity, most of the groups of participants used digital tools in the mathematical phases and actions of the modeling processes. However, in the final activity, participants used digital tools throughout most of the modeling processes. The findings also show that the level of digital tool utilization was neither dependent on time nor a specific activity. However, the average level of digital tool utilization illustrates that changes occurred between the first and the last activities in most of the modeling phases/actions. These changes in the utilization of digital tools rely on the sophistication of the digital functions being used. This means that the participants changed how they used digital tools, shifting from using them at a basic level to using the more sophisticated functions found in digital tools.