Summary: Dynamic geometry software (DGS) such as Cabri and Geometersâ€™ Sketchpad has been regularly used worldwide for teaching and learning Euclidean geometry for a long time. The DGS with its inductive nature allows students to learn Euclidean geometry via explorations. However, with respect to non-Euclidean geometries, do we need to introduce them to students in a deductive manner? Do students have quite different experiences in non-Euclidean environment? This study addresses these questions by illustrating the student mathematics teachersâ€™ actions in dynamic spherical geometry environment. We describe how student mathematics teachers explore new conjectures in spherical geometry and how their conjectures lead them to find proofs in DGS.