This study evaluates the use of graphing calculators in the science classroom within the context of a collaborative action research approach. A class of diversified middle-class students (n=650) defined by teachers and administrators as "above average" were studied. Initially, information was gathered on current classroom management techniques as well as feelings regarding graphing calculators and classroom management. The equipment used included Texas Instruments TI-83 graphing calculators with hand-held computer-based laboratory interfaces (CBL), a computer lab with 15 Macintosh Power PCs, and the teacher's own computer. Results indicate that effective classroom management depends on early planning, revision, and final implementation of the course for action with considerable thought given to possible contingencies and their resolutions when using graphing calculators and computer based-labs in the science classroom. Graphing calculators also enabled students to complete higher level work with understanding, enjoy the use of technology in the science classroom, and increased students' independence and self-confidence in completing the lab. (Contains 15 references.) (CCM)