This year, my classroom was allotted thirty laptop computers as part of a grant from the State of Georgia. It was my intention to find out if one-to-one computing could affect my students in the areas of student engagement, achievement, and awareness of the importance of math in the real world. My action research proposal outlines the research questions, defines the variables of the study, describes the setting and participants, and describes the details of my intervention. I decided to conduct an action research study over a four-week period with the students in my third-period seventh-grade math class using the laptops daily for almost every activity. During this unit on data analysis, the students searched for and gathered data via the Internet and e-mail and used online programs and spreadsheet software to create appropriate charts and graphs to display the data. As described in the article manuscript, the study revealed that the students were more engaged during this unit of study than in previous units taught with more traditional approaches to teaching and learning. Despite no evidence of academic improvement, the students produced more high quality work with less help from the teacher. An improvement was also noted in the students' confidence in their data analysis skills between the start of the unit and its conclusion. No change occurred, however, in the students' perceptions of math use in the real world. Upon the completion of the study, I shared my findings with the math professional learning community at my school, who offered suggestions for another study next year to see if the new keyboarding class in sixth grade and a longer intervention would affect the outcome.