This research study was conducted in a sixth-grade mathematics class located in a South Georgia middle school, where handheld computers were utilized for mathematics instruction. The study sought to answer three research questions: (a) What effect does the use of handheld computers have on student achievement? (b) What are student perceptions of using handheld computers for mathematics instruction? and (c) What are the experiences of a mathematics teacher when using handheld computers for instruction? Data were collected from attitude surveys, mathematics test scores and grades, teacher lesson plans, a teacher interview, and classroom observations. The results of the study show no change in student mathematics achievement as measured by course grades, even though students liked using the handheld computers and remained engaged while using them. The teacher's experiences while using handheld computers for classroom instruction were mostly positive; however, some difficulties were encountered during the implementation of the intervention. Some positive teacher experiences included: an appropriate approach for integrating technology with the mathematics content, satisfaction from increased student involvement, and reduced disciplinary incidents. A few of the difficulties in using the handheld computers were the time required for training and the absence of readily available handheld activities to address content lesson plans.