In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully embedded using Mishra and Koehler’s (2006) Technological, Pedagogical and Content Knowledge model as a conceptual framework. This paper discusses the outcomes of the initiative. Pre-service teachers and staff involved in the unit shared their stories about the changes they had noticed in both their thinking and practice. The results of the initiative were heartening, and it is hoped that the constructs used will translate into other learning areas.