The general purpose of this study is to examine the relationship between the use of calculators in mathematics classes and mathematics achievement scores. Is it the case that students who use calculators for basic numerical calculations, for graphing, or for statistical representations tend also to have higher achievement scores in mathematics than students who do not use calculators for these purposes or who use them less frequently? The findings of this research provide empirical evidence to support or oppose the use of calculators in mathematics education. This study includes a review of the literature that begins with a historical perspective detailing how educational technology has evolved in the American education system and how its significance with regards to student achievement has increased over time. Through an examination of the literature, the technological tools and characteristics of student achievement that are most relevant in our American educational system are identified. This includes an acknowledgement of how national standards and governmental accountability policies have transformed our need to redefine the relationships between several factors in classrooms. Literature that examines calculator usage, as well as research that uses NAEP data, is a particular focus. In addition to student scores, this research recognizes that there may be other benefits to the incorporation of technology into today's classrooms. A quantitative, non-experimental, causal-comparative, ex-post facto research design is used. Using multiple data analysis methods, a relationship between some uses of the calculator and student achievement is uncovered. This finding, as well as the evolving state of educational technology, leaves much room for future research.