Starting in September 1999, new students at ETS were required to own the TI-92 Plus or TI-89 symbolic calculator and since September 2002, the Voyage 200. Looking back at these ten years of working with a computer algebra system on every student's desk, one could ask whether the introduction of this hand-held technology has really forced teachers to reassess their goals in teaching mathematics. For some teachers--in fact, fewer than expected--the answer is "yes". But what has really changed? Although some exam questions are different because students almost always have access to their calculator during tests, the curriculum is essentially the same. The power of computer algebra generally remains underused; it is considered merely a substitute for pencil and paper techniques or a way to illustrate concepts. This paper will give our personal perspective on this ten-year experiment based in part on informal discussions with colleagues as well as positive feedback from students, who have often thanked us for showing them how to use their CAS calculators efficiently. We will give examples of what daily use of computer algebra in the classroom should produce: a better appropriation of (many) mathematical concepts. Computer algebra systems are here to stay. Not using them won't make them disappear. (Contains 16 figures.)