This mixed-method study investigated how primary school mathematics teachers in South Africa and Germany utilise educational technology. The perceptions of the principals and teachers regarding the use of educational technology and the obstacles to its integration were contrasted. In addition, the Trends in International Mathematics and Science Study (TIMSS) 2019 data from these countries were used to evaluate the relationship between educational technology and learner accomplishment. The results showed that teachers from both nations employed educational technology as a presentation-, reinforcement-, supplement-, and problem-solving tool, and also used it to stimulate the learning environment, as shown through semi-structured interviews and classroom observations. In addition, obstacles such as a lack of tablets/computers, technical support, and a lack of relevant continuous professional development impeded the incorporation of educational technology in mathematics by these teachers. Additionally, multi-level models revealed that access to a computer and internet connectivity at home correlated positively with German learners’ mathematics performances, while no statistically significant relationship was observed in South Africa. The results of this study have policy implications and are discussed at the end of this paper.