Dynamic decision-making plays a critical role in teachers’ instructional design and technology integration processes. Teachers’ dynamic decision-making while designing instruction and integrating technology directly influence the design and development of teaching practices, student learning experiences, and the learning environment. However, limited studies have investigated how teachers engage in dynamic decision-making in designing instruction and technology integration contexts, wherein teachers navigate a variety of dynamic and interrelated factors to inform their design decisions for instruction. This study utilized the critical decision method (CDM) approach to investigate how teachers engage in dynamic decision-making processes, instructional design judgments, and pedagogical reasoning while designing instruction and integrating technology for their students. The findings of this study can help us develop a better understanding of teachers’ dynamic decision-making processes, pedagogical reasoning, and design judgments while designing instruction for technology integration. It can also suggest professional development or teacher education guidelines that aim to develop teachers’ instructional design decision-making skills for technology integration.