The purpose of the study was to assess student achievement and motivation during a high school augmented reality mathematics activity focused on dimensional analysis. Included in this article is a review of the literature on the use of augmented reality in mathematics and the combination of print with augmented reality, also known as interactive print. The design and development process of the interactive print document is described in detail. Participants in the quasi-experimental study included 61 students and measures included the IMMS Survey as well as pre, post, and delay post achievement tests. Findings support claims that technology use within a mathematics lesson increases student achievement and augmented reality enhances student motivation to learn mathematics. However, analyzing technologies impact on student conceptual or technical use of mathematics shows variance of degree emphasizing the need for continued exploration to determine technologies impact not only on overall mathematical achievement but also on the specific type of mathematical activity, technical or conceptual.