In recent years, educational technologists have advanced the construct Technological and Pedagogical Content Knowledge (TPACK) to describe teachers' knowledge related to effectively integrating technology. In this paper, I use the TPACK framework to examine elementary school teachers' experience in a year-long professional development program, where participants used technology to explore mathematical tasks and were charged with integrating technology-rich tasks in their own classrooms. Participants were observed repeatedly during the school year when they reported their intent to use pedagogies from the professional development. While both participants integrated technology in their classroom, and displayed evidence of TPACK, their enacted pedagogies did not completely align to the pedagogies emphasized during professional development. Implications and suggestions for supporting and researching teachers' development of TPACK are also shared. (Contains 9 tables and 2 figures.)