A study was conducted to: (1) observe through a case study approach the exploratory behavior exhibited by 8-year-old boys and girls when calculators were made available in problem-solving situations; (2) investigate changes that occur in the kinds of arithmetical problems children construct following the introduction of calculators; and (3) observe if any changes occur in their attitudes toward problem solving after using calculators. Data were collected from protocols of children solving selected problems, from sets of original problems constructed by the children before and after a period of classroom calculator use, and from pretest/posttest responses to a questionnaire. Results show that as the children became more proficient at using the calculator throughout the school year, it became an effective aid to use while solving problems. Although an attitude change was found, it cannot be stated for certain whether the calculator influences changes related to the kinds of arithmetical problems children constructed following introduction of calculators. One recommendation offered is that the calculator be included among manipulative materials provided for student use. (Supporting documentation, including sample calculator worksheets, problems solved by children, attitudinal measure used, and protocols, is appended.) (JN)