Graphing calculators facilitate learners' ability to build cognitive links between mathematical representations by providing quick access to multiple representations. This exploratory study investigated the effects of technology-enhanced instruction on student achievement, perceptions of technology use during instruction, problem-solving success, and problem-solving solution strategies. Algebra II classrooms were randomly assigned to use the TI-Nspire CAS or TI-83+; students' responses on a survey and teacher-created unit test were compared. Students' solution strategies were associated with treatment. Students in the TI-Nspire CAS group employed more graphical representations whereas those in the TI-83+ group tended to use symbolic solution strategies. Furthermore the number of strategies used to solve the problem was related to success regardless of treatment group. Students in the two groups did not significantly differ on a teacher-developed unit test, problem-solving success, and number of strategies used to solve a word problem. This study provides preliminary evidence that TI-Nspire CAS-enhanced instruction may influence students' use of multiple representations when solving mathematical word problems. (Contains 2 tables.)