The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children under 12 years old, 50 children over 12 years old and 20 teachers. The dates of the study were January 11, 2010 - May 07, 2010. During the course of this intervention, teacher researcher(s) attempted to enhance students' basic math skills by re-teaching basic math skills with an emphasis on number sense using computers, calculators, and other technological devices. The students accessed mathematical websites and software via computers weekly. The rationale for the action research project was to enhance basic math skills of the targeted fourth, fifth, sixth, and ninth graders. Deficiencies in basic math skills in the classroom typically lead to inaccurate computation that created obstacles when problem solving. After a thorough review of the literature, three common probable causes were found to be lack of prior knowledge, negative attitude towards math, varied teaching methods. After a review of the literature, the teacher researchers selected four possible solutions for the lack of retention of basic math skills from the variety of solutions proposed by researchers. These possible solution strategies included: early screening, implementing the use of manipulatives, cooperative learning, and integrating technology. The teacher researchers recommend that all mathematics teachers, regardless of grade level, take some time to reinforce basic math skills. To reinforce and explore these topics, the teacher researchers recommend using technology such as software programs, PowerPoint, Elmos, Smart Boards, projectors, calculators, internet websites, You Tube videos and DVDs, and music CDs. Overall, targeted student in t fourth, fifth, sixth, and ninth grades improved their understanding of basic math skills by using technology. Their post intervention test scores indicated a noticeable increase in student mastery of basic mathematics. More students earned scores of 70% or higher when compared to the pre assessment scores. The following are appended: (1) Consent to Participate in a Research Study Improving Basic Math Skills Using Technology [letter]; (2) Consent to Participate in a Research Study Improving Basic Math Skills Using Technology [form]; (3) Mathematics Pre Intervention Test (Grades 4 and 5); (4) Mathematics Pre Intervention Test (Grades 6 and 9); (5) Student Pre Intervention Survey (Grades 4 and 5); (6) Student Pre Intervention Survey (Grades 6 and 9); (7) Pre Intervention Teacher Survey; (8) Student Post Intervention Survey (Grades 4 and 5); (9) Student Post Intervention Survey (Grades 6 and 9); (10) Mathematics Post Intervention Test (Grades 4 and 5); and (11) Mathematics Post Intervention Test (Grades 6 and 9). (Contains 7 tables and 4 figures.)