The purpose of this research was to determine if integrating technology into mathematics affects math achievement and student attitudes towards math in an Extended Learning Time (ELT) mathematics class. One team of eighth-grade students received only traditional math instruction and another team of eighth-grade students received traditional math instruction with computer-assisted instruction (CAI) as a supplement to instruction. Seventy-four participants completed all activities over an eight-week period. This qualitative study included a review of the literature, observations, interviews, and a post-intervention survey. Findings suggest integrating technology into mathematics does improve math achievement and student attitudes to some degree, but does not improve average math grades from one term to the next. The results of the study were communicated to the learning community through a meeting and presentation with teachers, staff, and administrators. The results of this study will be used to help make decisions about the curriculum chosen for the Extended Learning Time mathematics class for the next school year.