This study investigated the impact of virtual manipulatives on first grade students' academic achievement as well as on student attitudes, behaviors, and interactions. Thirty-one (31) first grade students were randomly assigned to either a treatment or control group. Both groups studied identical objectives, but the treatment group used virtual manipulatives for practice. A pretest and posttest at both the first and second grade levels was conducted. The pretests showed that the treatment group began lower than the control group, and at a significantly lower level (p less than 0.05) on the first grade level of testing. Posttest results showed that the treatment group outscored the control group on both grade level tests, though not at a significant level (p greater than 0.05). The treatment group had significant improvements (p less than 0.05) on both grade level tests, while the control group only had significant improvements (p less than 0.05) on the second grade level of testing. (Contains 6 figures.)