In this paper, we report on (1) how preservice secondary mathematics teachers (PSMTs), who had experiences doing and practice-teaching mathematics in a technology-rich environment, subsequently used this technology when planning lessons and (2) how the use of technology affected other aspects of the PSMTs' quality of classroom life. These results emerged in the process of studying how the PSMTs' integrated technology into their student teaching for the purpose of increasing their pupils' mathematics understanding. Consistent with the purposes of this study, the data collection is both descriptive and qualitative. Data were collected through observations, interviews, and artifacts. We found that technology enhanced PSMTs' quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons. However, since this study focused on student teachers in a technology-rich, five-year teacher education program, it is unclear how the findings would convey to other pre-service and in-service teachers. Nevertheless, these results provide insight into some of the benefits of teachers' technology use. (Contains 4 figures and 1 note.)