College algebra students face one of the highest failure rates in the U.S. The purpose of this research project was to investigate the impact graphic calculators had on college students' final grade after completing a required college algebra course. Using constructivism as a theory and a quantitative, quasi-experimental approach, the researcher compared preexisting groups of two algebra classes at Miami Dade College, with the experimental group ( n = 33) using graphing calculators to assist their understanding, and the control group (n = 42) not using graphing calculators. The researcher compared these students' final grades on a 0--100 scale, as well as their responses to two survey items to measure their satisfaction with the course and motivation to learn. The researcher conducted three independent t tests to examine the differences between control and experimental groups in terms of their testing score, and motivation and satisfaction scores. The researcher also conducted a mixed model ANOVA. The results indicated that graphic calculators did not improve students' test scores with the same teacher and other variables held constant; however, the use of graphic calculators did improve students' perceptions of graphic calculators. This study opened the door for future investigations into whether the use of technology benefits students with problems understanding and visualizing mathematical functions in college algebra.