Calculators are a controversial, yet widely used tool in mathematics education for all students and especially for students with disabilities. However, little research has explored calculators and students with disabilities. This paper explored the influence of calculator type (four-function and graphing) on the mathematical performance of eighth-grade students with and without disabilities through a pretest-posttest design. In the split plot analysis, a significant main effect for condition (four-function vs. graphing calculator) was not found, suggesting that type of calculator did not impact student performance. Student self-reported survey responses regarding use and perception of calculators are also analyzed and reported; few statistically significant differences were found in the survey results between students with and without disabilities. (Contains 3 tables and 2 notes.)