Computer-Aided Design (CAD) and 3D printing are not new technologies but are technologies which, in recent years, have become more accessible to hobbyists and enthusiasts. Engaging with these technologies allows the user to investigate and manipulate virtual and physical 3D shapes, which may affect spatial awareness. The literature suggests that spatial awareness can affect how children perceive and approach Mathematics, an effect which we sought to investigate in this research. This article discusses a case study in which primary school children were given access to CAD software, Tinkercad, and were allowed to make their designs. These designs were printed out using a 3D printer for the children to investigate, manipulate and keep. This article discusses changes in children's attitudes, confidence and competence in Mathematics that occurred for the case study and how these may have been affected by the use of CAD software and 3D printing in the classroom.