The purpose of this project is to test a theoretical model explaining the relationship between technology use, parent educational background, academic aspiration, and self-confidence as predictors of mathematics achievement across three immigrant groups. This study utilized data from the TIMSS 2007. To compare the effect size of technology use, multi-group analyses of the path model were performed with Analysis of Moment Structures. The result shows that later immigrated students' technology use is positively related to their mathematics performance. They may gain more benefits from technology use than moderately or early immigrated student groups. It is reasoned that later immigrated Hispanic students may reduce their learning hindrance associated with cultural barriers or limited English proficiency by using educational technology. Enhancement in the investment of educational technology into this subgroup may narrow the achievement gap between later immigrated, moderately immigrated, and early immigrated students. (Contains 3 tables and 1 figure.)