This paper reports a study on the use of ICT to teach parabolic functions to secondary school students. The project was informed by the need to find better ways of presenting parabolic functions to secondary school students in order to improve their learning of the concepts and improve their interest and performance in mathematics. The study was also influenced by the global call for the integration of ICT into teaching and learning, the enormous investments by the South African government and other stakeholders in ICT in education, and the increasing demand for academic excellence in mathematics. In the study, computer graphing software (Graphmatica) was used by students to explore parabolic functions. This paper addresses the questions: Can ICT help students to have a better learning of parabolic functions compared to traditional teaching and learning and how can ICT help students to have a better learning of parabolic functions compared to traditional teaching and learning? The study employed a mixed method research design in the light of a practical action research paradigm. Data was collected from two grade 11 mathematics classes at a secondary school in the North-West Province of South Africa using teaching and learning documents (students' assignments and test scripts), classroom observation and formal/informal interviews. Data from students' performances on the assignments and test, classroom observations and interviews were analysed using descriptive narrative. The study found that ICT could help students learn parabolic functions and may also make the lessons enjoyable to students. The findings imply that integrating ICT into the teaching and learning of parabolic functions and perhaps other topics in mathematics will likely help to improve students' attitude towards mathematics and consequently improve their performances in this learning area.