This paper reports on a study that took the TPACK framework (Mishra & Koehler, 2006) as its theoretical starting point, and using this framework posed the question of how a group of exemplary teachers conceptualised their knowledge of technology integration in education contexts. The research was a series of purposeful, intensive case studies of four teachers in Stage 1-5 classrooms (approximate ages 6-16 years) in different school sites. The study found the teachers knowledge of technology integration is constructed on theory (T), creativity (C), public learning (P), life preparation (L) and contextual accommodations (C). These five main conceptions are underpinned by particular themes. Each initial comes together to form a fresh equation, T+C+P+L+C = high possibility classrooms (HPC). In this paper two of the teachers in the study, Gina and Nina, are examined to understand the common and different themes that underpin their knowledge of technology integration. The study findings add to what is known about the TPACK framework by deriving five new conceptions out of exemplary teachers' knowledge of technology integration. Recent moves in some futures literature (Chen, 2010; Craft, 2011; Gardner, 2012; Mishra & Koehler, 2012a; Pink, 2009; Robinson, 2012; Zhao, 2012) reflect the study findings about where education must go if young people are to be given opportunities to learn well, be creative, productive and thinking citizens who can help solve some of the world's most significant problems. New knowledge generated by this study forms a useful and practical conduit to ensuring all children have an experience of learning that is important and relevant. The study findings are both theoretical and practical in their approach to graduate and experienced teachers' knowledge of technology integration and will be of critical significance to leaders in teacher professional learning in education jurisdictions.