The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this examination, statistical data was combined from 40 studies which met the inclusion criteria and they were coded using a coding form. An inadequate number of studies held on the topic of meta-analysis of educational research proves the importance of this study, for it makes it possible for one to see the overall effects of the methods carried out in studies as well as their application. In the current study, the Random Effect Model was used since the included studies ranged in terms of both study design and variables. After calculating the common units of measurement, effect size, and variance, Q statistics were used to test the homogeneity of studies both overall and within the design levels for each selected variable. I[superscript 2] statistics were calculated to determine the degree of heterogeneity when effect sizes were statistically and significantly heterogeneous (Q[subscript B] > X[superscript 2]0.95; p < 0.05). MetaWin 2.0 and SPSS 15.0 package software were used in analysis of the data. As a result of the current study, it was observed that the effect of CAME on academic achievement is positive in general, and on a large scale (Q[subscript T] = 30.1670; p = 0.8439). Moreover, it was concluded that the effect sizes of the studies included in this research are homogeneous. Fail-Safe N was calculated using the Rosenthal method and revealed a value of 902.2, showing the reliability of the study, a combination of 40 studies, to be quite high.