The purpose of the research was to determine if preparing math resource web pages would have an impact on male and female elementary students' attitudes toward mathematics, interests in mathematics and technology, and their motivation to learn math. The two week study, consisting of six 45- minute technology sessions, was taught to two classes of fifth- grade math students. Thirty-eight students participated in the activity. The data collected for this qualitative study included a survey of technology and math attitudes, observations, participant journal entries, follow-up interviews of two groups of students, and follow- up questionnaires for all participants. High levels of student interest were evident in the care taken to select worthy math resources and the time used to make numerous revisions to alter the visual appeal of the web page. Student selected math resource websites were critiqued according to specific guidelines appropriate for content, feedback, pictures, sound, working links, and complimentary color combinations. Findings suggested that student motivation, interest, and attitude were increased. Learners of all ability levels were actively engaged in math through technology. Many students reported learning with the computer was more interesting, easier to focus, and self-paced. The needs of students were met through math resources that matched their interest and needs without criticism from peers. Students were intrinsically motivated and verified personal pride and a sense of accomplishment in their web page creation. With the computer as the tool to publish the web page and the Internet as a resource for math content, the components of the project were inseparable.