This study examined a random stratified sample (n=62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis. [For the complete proceedings, see ED585874.]