This study examined the opportunity to learn function transformations afforded by the GeoGebra applets available on the GeoGebra website. Our analysis focused on the functions and their representations through which function transformations are explored in these GeoGebra applets, the effects and components of transformations that the GeoGebra applets afford students to learn, and the scaffolding provided in these applets. The results show that function transformations in the GeoGebra applets are often explored in the context of function families (e.g., quadratic and trigonometric functions) that use specific representations (e.g., graphical and symbolic). Moreover, the defining parameters of transformations and corresponding points on the graphs of parent and child functions are not visible in most GeoGebra applets. Only a small number of GeoGebra applets include questions or tasks that aim to scaffold students' exploration of function transformations. These results invite us to rethink how to design GeoGebra applets that maximize students' opportunity to learn function transformation conceptually in dynamic mathematical environments. [For the complete proceedings, see ED658295.]