This paper reports the results from a study which explored the influence of condition (access to four-function calculator, access to graphing calculator with instructional exposure, and access to graphing calculator without instructional exposure) on the mathematical performance of students with and without a disability. The results were analyzed across the two types of mathematical questions assessed: computation and word problems. Results suggest that condition was a significant factor for student performance on the word problem questions, with students who had access to a graphing calculator with instructional exposure answering more correctly that those who were not trained on this calculator. (Contains 3 tables, 1 figure, and 1 footnote.)