The purpose of this study is to investigate secondary mathematics teachers' level of technology integration and their confidence in TPACK related to technology components. Fifty-seven mathematics teachers participated in the present study, which used the convergent parallel mixed method design. A written opinion form to elicit teachers' views and the TPACK self-confidence survey were used as data collection instruments in the study. It was found that teachers have moderate self-confidence and majority of them integrate technology in their teaching at the replacement level. It was also found that teachers' TPACK self-confidence did not differ according to their level of technology integration. However, there was a significant difference in the TPACK component of participants' TPACK self-confidence in favor of those who agreed with the idea that students should use technology tools in the classroom. Similarly, mathematics teachers who use more than one software in their teaching were found to have significantly higher TPACK self-confidence in all components. Consequently, it can be said that the level of technology integration of mathematics teachers is reflected in their TPACK self-confidence.