The advent of powerful Computer Algebra Systems (CAS) continues to dramatically affect curricula, pedagogy, and epistemology in secondary and college algebra classrooms. However, epistemological and pedagogical research regarding the role and effectiveness of CAS in the learning of algebra lags behind. This paper investigates concerns regarding typing expressions into Texas Instruments TI-92 and TI-89 CAS and offers suggestions for future CAS to be more pedagogically and epistemologically sound.