The purpose of this study was to determine the effect of the TI-81 Graphics Calculator as an instructional tool on college algebra students' conceptual and procedural achievements involving functions and graphs and on the students' attitudes toward mathematics. The study was a posttest-only, equivalent control group design conducted with students enrolled in four sections of college algebra in a two-year technical college. Each student in the treatment classes was issued a TI-81 Graphics Calculator for the duration of the semester. Results provided evidence that the use of a graphics calculator as a learning tool had a significant effect on college algebra students' performance on procedures involving functions and graphs. Statistically, the mean attitude scores were the same for the treatment and control groups. Appendix includes classroom handouts. (MKR)