There is a lack of achievement among 7th grade mathematics students in the United States and a lack of technology use in the 7 th grade classroom. The purpose of this correlational study was to determine the relationship between teachers' use of calculators in Grade 7 mathematics instruction, the independent variable, and student achievement on the Grade 7 mathematics assessment from 2010-2011, the dependent variable. Two research questions addressed how teachers' use of calculators related to student achievement. The theoretical framework for the study was structured on Matusevich's theory that technology could enhance constructivist learning. Study participants were 9 teachers of Grade 7 mathematics in a school district in the southeastern region of the United States. Data collected from surveys, a mathematical unit of lesson plans from the 2010-2011 school year, and de-identified Standards of Learning Mathematics test results were the measures used for analysis. Pearson's correlation and multiple regression analysis were conducted. A correlation (r = 0.26, p = 0.001) was found between teachers' lesson plans listing use of calculators and student achievement. The significance and social implications of the study are that these findings could assist educational leaders with delineating whether traditional instructional practices using research-based strategies have a more significant relationship with student achievement than teachers' use of calculators in an interactive classroom in which all parts of teaching and learning involve the use of calculators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]