Abstract: My paper will discuss a study that is ongoing in a preservice elementary mathematics content course. I am interested in examining how preservice teachers in elementary mathematics develop and apply TPACK knowledge in a course entitled “Mathematics Through Computers”. I did a comparative analysis between pre/post test scores for a class that is taught traditionally and a course that is taught online. I used the mean pre/post scores and conducted a Paired T-Test on seven knowledge domains.. I used the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009) to collect the data from a Pre and Post Survey. They include: technology knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK).