Abstract: This study aims to investigate PMTs’ TPACK (Technological Pedagogical Content Knowledge) about student difficulties and misconceptions in the context of the derivative-limit relationship. We used a two-dimensional model called Techno-Pedagogical Integration Matrix (TPIM) to explore PMTs’ TPACK using the SAMR Model (Substitution, Augmentation, Modification, Redefinition) and the Instructional Quality (IQ) framework. We conducted a case survey model using a technology-based scenario and semi-structured interviews. Participants of the study were 14 senior PMTs enrolled in a mathematics education program in Istanbul, Turkey. Results showed that PMTs determined the misconceptions of students related to the derivative-limit relationship. Regarding the IQ framework, their solutions aimed at activating prior knowledge and promoting cognitive conflict. However, in terms of SAMR, most of the solutions they offered to overcome misconceptions were not technology-based.