Abstract In this developmental study, the main objective was to develop a technology-based learning environment to improve the teaching of high school mathematics in South Africa. The basis for this was the few students who perform well in Grade 12 mathematics and as a result qualify for university entrance for professional qualifications. Before thinking about solutions, the study asked the following, (a) What are the attitudes of teachers about technology in general (affinity to technology)? (b) How likely were teachers to search for mathematical apps and incorporate these in their teaching? and (c) What are teachers’ views about the utility of mathematical apps in their classrooms? Participants were 22 Grade 12 mathematics teachers. Their ages ranged between 23 years and 53 years (M = 41.6 years; SD = 10.1). In addition, their teaching experience ranged between 4 years and 18 years (M = 11.9 years; SD = 4.6). The teachers initially completed an Affinity for Technology Questionnaire (ATQ). The ATQ is an instrument that is use to determine people who like or dislike technology. Following the completion of the ATQ, the teachers attended three workshops meant to expose them to teaching with technology, specifically, teaching mathematics using apps. At the end of the workshops, the teachers responded to one-on-one interviews where questions related to their experiences in the workshops. The results revealed that on the main, the teachers had negative attitudes toward technology. While most rated themselves as technophobic. On the one-on-one interviews, the teachers’ responses fell into three groups, namely, the fear of failure, the early adopters, as well as the wait and see group. In fact, the responses of most of the teachers complemented the quantitative findings in that they confirmed negative attitudes toward technology. The analysed data and the results were extremely useful in advocating for teaching with technology in South African schools. As a result, the researcher proposed a new module and a study guide for teaching with technology in the School of Education at TUT. In fact the study recommended that both pre- and in-service teachers should be trained to utilise technology in their classrooms. The study provides a business canvas that outlines the gains, risk and mitigation plans. The limitations of the study are also indicated including a personal reflection in undertaking the study.