Technologies play a prominent role in current reforms of school and collegiate mathematics. This study examined ways in which first-semester calculus students still showed the influence of a graphing-intensive college algebra course they had studied one or two semesters earlier. Students (n=18) at a large research university were asked to solve a series of problems in individual, audiotaped interviews during the last month of a traditionally taught calculus course. Two matched groups of students participated: experimental students who had studied college algebra in sections that integrated the use of graphing technologies and comparison students from traditionally taught sections of college algebra. The data showed that graphing students did continue to use technologies but mainly in routine rather than advanced ways. Main conclusions of the study were: (1) graphing technologies do have a lasting impact on students, even when the use of these tools is discouraged or prohibited, and (2) many students do not become sophisticated users nor do they appear to gain the expected lasting enhancements of conceptual knowledge during a one semester course. The implication of these findings is that careful attention to pedagogical issues must accompany curricular integration of technologies if changes are to significantly improve students' conceptual learning in mathematics. (Author/MKR)