The research examines how teacher support mediate the relationship between technology integration and learning attitudes of mathematics education students in learning mathematics. The quantitative, no experimental investigation uses descriptive-correlational and mediation analyses. Using stratified random sampling with proportionate allocation and Slovin's algorithm with 0.05 margin of error, 150 randomly chosen mathematics education students answered the questionnaires on the three variables. Results indicated is at a high level, technology integration and learning attitudes, as well as high level of teacher support. Results also showed a significant relationship between technology integration, teacher support, and learning attitudes of mathematics education students. The findings also reveal that teacher support partially mediated technology integration and learning attitudes. This study shows that technology integration of mathematics education students is linked to learning attitudes in mathematics, so teachers should consider other factors that affect learning attitudes rather than just how students perceive their technology integration. They should examine different teacher support for students. Teachers should additionally consider students' academic support, interpersonal support and emotional support which partially moderate or considerably alter the relationship between technology integration and learning attitudes.