This paper presents the results of a quasi-experimental study that brought 3D constraint-based parametric solid modeling technology into the high school mathematics classroom. This study used two intact groups; a control group and an experimental group, to measure the extent to which using a parametric solid modeler during instruction affects student learning relating to the mathematical principles of areas and volumes of solids. The control group was taught using traditional instructional methods while the experimental group was taught using a combination of traditional methods and experimental methods utilizing a parametric solid modeler. Both the experimental and control groups were tested using written exams to measure the extent to which the experimental treatment affected student learning. While the experimental group performed better on a posttest, there was no statistically significant difference between the performance of the two groups. (Contains 5 figures.)