Abstract: In this paper we examine the attitudes of secondary mathematics teachers regarding the use of technology in the classroom. The sample contained 114 mathematics teachers from public secondary schools in New South Wales (Australia). The instrument used in this study was a survey questionnaire mailed to secondary schools in the New South Wales Department of Education and Training. The questionnaire design is a closed-response with five open-ended questions. Results of the study showed that secondary mathematics teachers believed that: mathematics is a tool for problem solving. In terms of technology use, the teachers believed that the use of computer software could make understanding clearer through graphs, presentations and simulations. The teachers beliefs in technology use are rated lower than the beliefs in teaching mathematics with out technology. The reasons for these beliefs are identified as barriers to the integration of technology and are highlighted in this paper. Recommendations are provided to break those barriers.