We present a comparative study of a literature review of 326 selected contributions (Buteau, Marshall, Jarvis & Lavicza, 2010) to an international (US, UK, Hungary) survey of mathematicians (Lavicza, 2008) regarding the use of Computer Algebra Systems (CAS) in post-secondary mathematics education. The comparison results are organized with respect to four emerging themes: Issues in CAS integration and mathematical learning, the notion of mathematical literacy, diverse uses of CAS by practitioners, and, potential benefits of CAS integration. Our analysis suggests that the results of the literature review strongly support the findings and conclusions of Lavicza's international survey. We contend that Lavicza's concluding statement about the need to more holistically examine technology integration in post-secondary mathematics departments was significantly realized through both of the compared studies. (Contains 2 figures and 1 table.)