The notion of linearity is perhaps the most fundamental idea in algebraic thinking. It sets the transition to functions and culminates with the instantaneous rate of change in calculus. Despite its simplicity, this concept poses complexities to a considerable number of first semester college algebra students. The purpose of this observational study was to explore how the TI-84 Transformation Graphing Application, a highly visual and interactive tool, could cultivate the teaching and learning of the elementary slope-intercept form. The study was conducted with 40 subjects during three 70 minute class sessions. Three activities were modelled and subsequently investigated on the effects that changes in slope and y intercept values have on linear equations as well as an application of given data to extend cognitive thinking on patterns and relationships between two variables. It was discovered that the direct exploratory instruction of the essential elements of this application can enable students to visualize and conclude mathematical generalizations about the foundation properties of the function concept.