The aim of the study was to examine the effects of implementing computerized project based- learning (CPBL) approach into a didactical course for third year pre-service mathematics teachers. In this paper we focus on impacts concerning the pre-service teachers as learners. Analysis of the data revealed three main sub-categories relating to aspects concerning the pre-service teachers as learners: (1) the development of self-confidence in mathematical competence; (2) the contribution of the computerized environment; and (3) the impacts of the classroom discussions. We give evidence to the students' transition from "knowing that" to "knowing why" the CPBL approach is a promising learning/teaching method for turning the mathematics experience into an exciting and challenging one. [For complete proceedings, see ED500858.]