<p>As Information Technology (IT) about personalized learning continues to expand in higher education, precision teaching relative to IT has become a new focus for college teachers. This study examined the construction of a Precision Teaching Model for College Mathematics based on Information Technology. It focused on the role of IT in precision teaching, the ability to provide course improvement in teaching using technology, the impact of the pre-class context of learning mathematics on individual differences, precision teaching for students with learning difficulties, and precision teaching for enhancing the self-efficacy and motivation of students. The study was qualitative and quantitative in nature, so the data were collected utilizing quantitative data from questionnaires and qualitative data from open-ended questions. The sample consisted of 355 students and 100 teachers from universities around China. The data were analyzed statistically using SPSS to establish the reliability of the variables, the use of IT for teaching design, and typical precision teaching interventions. The results show a strong positive correlation between information technology and precision teaching, with significantly positive improvements across several features of learner self-efficacy, motivation, and support for learners struggling academically, identified as challenges for teachers in IT. Overall, while this study adds value as the authors have documented important contributions to understanding the role of IT in precision teaching of college mathematics, this study is limited by the cross-sectional, self-report nature of the design, and identified that findings are potentially limited to Chinese universities. In conclusion, this research provides important insights into IT in precision teaching of college mathematics, with implications for educators, researchers, and policy-makers.</p>