Not so long ago, the common response of teachers to high school use of computer algebra systems (CAS) was invariably along the lines of, "What will be left to teach if our students have access to devices which solve, factorise, do calculus and more?" and "If students use such tools, then they will never learn how to do their mathematics, and their algebra skills will deteriorate" and the classic cry, "What will be left for us to put into our examinations?". This article presents questions that offer ideal illustrations of the power of computer algebra as a classroom learning tool. These tools support students, not in mindlessly producing results, but in purposeful and strategic investigation of problems.