The purpose of this study was to describe the effects of the use of dynamic geometry software on students' achievement on traditional assessments and students' attitudes towards geometry. Prior to the study a review of related literature was conducted to identify existing research and to look for gaps or trends in that research. The participants in this study included sixty-eight ninth-grade Geometry students. Students were taught using the software program The Geometer's Sketchpad twice a week during a 3-week unit on "Circles." Results of the study showed no significant difference in student assessment scores when compared to results from the previous years. In terms of gender, male students performed at a higher level than female students on the unit assessment. A student attitude questionnaire was administered at the start and conclusion of the study. Survey results indicate that using the software did not significantly change student attitudes. It was determined that future technology use should be varied. It should include technology use in teacher-led instruction and technology use in a more selfdirected environment. Another implication is that student attitudes should be assessed periodically.