This study explored strategies to support mathematics specialist candidates (MSCs) in developing a nuanced understanding of equity-centered technology integration in K-12 mathematics classrooms. The conceptual framework synthesized research on effective mathematics teaching practices, technology integration, and the role of mathematics specialists (MSs). Data sources included class recordings, class materials, MSCs' work samples and survey responses, and researcher memos from a geometry content course for MSs. Using in vivo and initial coding to develop themes, followed by comparative sorting by MSCs, the analysis addressed two key research questions. Findings indicated that MSCs initially overemphasized terms like 'access' and 'choice.' However, after engaging with the EqT-tech LAT (Suh et al., 2022), they developed a more refined vocabulary and deeper understanding of equity-centered technology integration. Additionally, district policies and professional positioning significantly influenced MSCs' agency and confidence in transferring their learning to others. The insights from this study can inform mathematics teacher educators in enhancing strategies and frameworks that better support MSCs in applying their learning in both current and future educational contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]