This paper describes uses of technology in a rural school in Mississippi and presents the results of a study on calculator use in mathematics instruction. Computers are used in this district for scheduling, record keeping, and instruction, such as the Writing to Read Program. The National Council of Teachers of Mathematics recommends the integration of the calculator into the school mathematics program. A study was conducted with all math students in grades 1 through 12 in a rural school in Houlka, Mississippi to examine the effects of calculator use. Based on a pretest-posttest design, data were analyzed using a correlated t-test for student achievement, an independent t-test for student attitudes, and a goodness-of-fit test for parental attitudes. The students in the control group were taught mathematics in a traditional classroom setting. The experimental group received traditional classroom teaching but instruction was enhanced by the addition of calculators. For the experimental group (allowed to use calculators), there were significant differences between the means of the pretest and posttest in scores for computation and number concept. Significant differences between pre- and posttests were found in total math and math application scores for all grades tested, regardless of whether or not the students were allowed to use calculators. There was a significant difference in student attitudes from pretest to posttest, and changes in parent attitudes. Tables provide data on five participating elementary grades made up of 151 students. (KS)