This study contributes insights into how task design with different elements of guidancemay influence students’ utilization of dynamic software for problem solving andreasoning. It compared students’ solving of two tasks with different designs supportedby the dynamic software GeoGebra. Data analysed examined students’ approaches toutilizing GeoGebra, the characteristics of their reasoning and their ability to prove thevalidity of their solutions after solving the problems. The results showed that studentswho solved the task with less guidance (without instructions about a specific solvingmethod) were better able to utilize GeoGebra’s potential to support their reasoning andproblem solving. These students reasoned more creatively and presented more advanced proofs for their solutions than the more guided ones.