This paper describes an intervention in two Algebra II classes in which the graphing calculator was incorporated into the curriculum as often as possible. The targeted population consisted of high school students in a growing middle to upper class community located in a suburb of a large city. The problem of a lack of understanding of the capabilities of the programmable graphing calculator were documented through student surveys, a graphing calculator pre-test, and direct teacher observation. Analysis of probable cause data revealed that students rarely used the graphing calculator the previous school year in their math courses. Other possible causes included a lack of both instructional materials and teacher in-service training related to the graphing calculator technology. Also, lack of students'"hands-on" time with the graphing calculator may account for an incomplete understanding of its capabilities. A literature review of solution strategies resulted in the selection of one major intervention: more "hands-on" time for students with the graphing calculator. Research has shown that increased use of the graphing calculator enhances students' understanding of mathematical concepts and improves problem solving abilities. Use of the graphing calculator also fosters positive attitudes among both students and teachers. Post intervention data indicated an increase in students' understanding of the functions and capabilities of the graphing calculator. The increase in understanding was evidenced by high homework, quiz, test, and alternative assessment scores. Post-test scores showed a marked improvement over pre-test scores. (Contains 12 references.) (Author)