The purposes of this study were to determine pre-service physics teachers' TPCK related to Calculator-Based Laboratory and to examine influences of some contextual factors on their TPCK. This research was based on the transformative model of TPCK that conceptualizes TPCK as a unique body of knowledge. Multiple case study design was used. Both qualitative and quantitative research methods were implemented to collect data. Correlations between TPCK and contextual factors were calculated to seek statistical relationships. The participants of the study were senior pre-service physics teachers. Their knowledge, ability, and practice of TPCK were measured by using various methods including observations, lesson plans, and interviews. More data were collected associated with the participants teaching philosophies and their attitudes towards CBL technology by using individual interviews, reflective journals, and surveys to focus on context related factors. Results of this study conclude that pre-service physics teachers can reflect CBL technology integration skills into their practices more successfully than to their lesson plans. They can behave like an expert while using CBL technology in their teaching. In addition, pre-service physics teachers have high level TPCK related to CBL; hence, they have tendency to use CBL technology as a learning tool and have a coherent knowledge about this technology, pedagogy and content. This study also concludes that instructional philosophy and awareness of CBL technology usage have significant impacts on their TPCK related to CBL. Having student-centered instructional philosophy and awareness of the specific technology integrated into instruction would contribute performing sophisticated TPCK.