In this comparative study, 29 Postgraduate Certificate in Education students in Northern Ireland and 28 final year Bachelor of Education students in the Republic of Ireland were given a questionnaire to assess their baseline technological, pedagogical, and content knowledge (TPACK) for teaching mathematics (Mishra & Koehler, 2006). The TPACK questionnaire consisted of closed and free response questions in relation to students’ knowledge of technology, content, pedagogy and combinations of same. A teaching intervention followed in which students engaged in a module on mathematics education and digital learning in which technology was embedded in planning mathematics lessons in order to consider the needs of all learners from the outset using the principles of the educational framework, Universal Design for Learning (Rose & Meyer, 2000). The students undertook school placement where technology was an integral part of planning to support children’s mathematical understanding through providing multiple means of representation, action and expression, and engagement. After this, the students retook the TPACK questionnaire. This paper describes the intervention and compares the results.