This paper recounts the experiences of eighteen student teachers who used graphics calculators to teach mathematics in secondary schools. As part of their formal assessment, they submitted twenty accounts, listing the problems and benefits they had encountered in the course of using this technology. These accounts are analysed in terms of the triad: graphics calculators, children and teachers. The limitations of these categories are acknowledged but it is argued that the process of attempting to identify problems and benefits at this grain size of analysis carries with it great potential for avoiding or minimising problems and for capitalising on the possible benefits. (Contains 5 tables and 1 figure.)