Using data from the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 administrations, this study examines international trends in technology use and explores the international patterns in how teacher-directed, student-use of technology is related to eighth grade mathematics achievement. Descriptive patterns in technology-use across multiple countries and across multiple TIMSS administrations were first examined. Subsequently, the results of HLM analyses conducted to predict mathematics performance using measures of teacher-directed, student-use of technology were presented. Student, teacher and school covariates are included in multiple HLM models. The most noticeable aspect of these analyses reflects the lack of relationship between technology use and mathematics performance. Looking across countries within the TIMSS 2003 and 2007 administrations, or across the two administrations within countries, the results show that technology use was infrequently related to mathematics performance. The results also show that technology-use accounted for a relatively small percent of the total variance in mathematics test scores. (Contains 12 tables, 9 figures and 2 notes.)