This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers' technology integration in Namibia's selected rural primary schools. The study used the TPACK framework while data were collected through semi-structured interviews and lesson observation. The study results indicate that mathematics teachers use various ICT available in primary schools in Namibia. While some ICTs are widely used, others are only utilized occasionally. ICT was deemed beneficial, albeit impeded by several challenges in its incorporation into the mathematics classroom. These challenges pertained to a lack of technology training, a lack of technology integration guidelines, and a change of teacher role in teaching. The study underscores the significance of subject-specific technology training to enable mathematics teachers to adopt transformative uses of technology more frequently. The study recommends further research to examine how rural mathematics teachers effectively use technology to engage and actively meet students' learning needs.