This study examines graphing calculator affordances in learning mathematics among college precalculus students. The study draws from the Cognitive Load Theory (CLT) and the "Intelligent Technology" theoretical framework proposed by Salomon, Perkins, and Globerson (1991). From these perspectives the effects "with" the graphing calculator technology include the potential for this technology to offload students' extraneous cognitive load (e.g., the presence of unwieldy numbers), and in turn optimize their germane cognitive load (e.g., freeing students to focus on the key mathematical ideas). To examine students' perceptions on the adoption of the graphing calculator instructional approach a questionnaire was administered towards the end of the semester. The findings showed that the graphing calculator afforded students' learning in a variety of ways. Also considered is the challenge for educators to develop strategies that encourage appropriate use of graphing calculators in mathematics classroom in order to ensure that their integration is effective in instruction.