It is generally believed by educators that it is important for students to know basic multiplication facts. When students struggle to retrieve the answers to basic multiplication facts, it can negatively influence their ability to complete more difficult algorithms. There has been a call from educators to look to technology as a resource to teach this generation of students, claiming they are motivated by and prefer a technology rich learning environment. This quantitative, quasi-experimental study investigated the effect of the Mathletics.com technology on basic multiplication fact fluency in fourth grade students. The treatment group received three weeks of scheduled time using Mathletics.com, while the control group practiced multiplication facts using only traditional methods. To determine the effectiveness of the intervention, a nonequivalent control group design was used. To evaluate multiple dependent variables, MANOVA tests provided answers indicating statistical significance and post hoc tests were applied as needed. Using a multivariate approach with speed and accuracy for the construct of fluency, the results indicated that both groups made gains in the accuracy of their answers (F(2, 25) = 3.40, p < .05; Wilks’ λ = .79; partial &eegr;^{2</super> = .21). While both groups improved with the speed of response on the posttest, the control group improved significantly more than the treatment group (t(13) = 3.60, p < .025). Although the results did not indicate that technology significantly improved the learning of the treatment group, it could still be considered as a tool for today’s student.}