Visualisation in the mathematics classroom has its own pedagogical value and plays a significant role in developing mathematical intuition, thought and ideas. Dynamic visualisation possibilities of current digital technologies afford new ways of teaching and learning mathematics. The freely available GeoGebra software package is highly interactive and makes use of powerful features to create objects that are dynamic, and which can be moved around on the computer screen for mathematical exploration. This research study was conceptualised within the GeoGebra Literacy Initiative Project (GLIP) – an ICT teacher development project in Mthatha in the Eastern Cape, South Africa. The focus of this study was on how GeoGebra could be used as a teaching tool by harnessing its powerful visualisation capacity. In the study, selected GLIP teachers collaboratively developed GeoGebra applets, then implemented and evaluated them. The research methodology took the form of action research cycles in which the design, implementation and evaluation of successive applets determined the data gathering and analysis process. My data consisted mainly of recorded observations and reflective interviews. The underlying theoretical foundation of this study lies in constructivism, which aligned well with the conceptual and analytical framework of Kilpatrick et al.’s (2001) description of teaching proficiency. An in-depth analysis of my classroom observations resulted in multiple narratives that illuminated how teachers harnessed the visualisation capabilities inherent in the software. My findings showed that dynamic visualisation and interactivity afforded by the use of technology are key enabling factors for teachers to enhance the visualisation of mathematical concepts. My analysis across participants also showed that technical difficulties often compromised the use of technology in the teaching of mathematics. The significance of this research is its contribution to the ongoing deliberations of visualisation and utilisation of technological resources, particularly through the empowerment of a community of teachers. The findings recognised that the integration of technology required appropriate training, proper planning and continuous support and resources for the teaching of mathematics. This action research provided insightful information on integrating Dynamic Geometry Software (DGS) tools in mathematics classrooms that could be useful to teachers and curriculum planners.