This paper reports on a project to improve Beginning Algebra students' understanding of basic algebraic concepts through fully integrated use of the TI-83 graphing calculator. The methodology incorporated an intervention case study including approximately 700 Beginning Algebra students at an open-door community college of 8,500 students in the Southwest. Pass rates, empirically calculated at points before and after the implementation of the graphing calculator project, clearly showed an increase with the use of graphing calculators. (Contains 3 tables.)