Abstract: This qualitative study utilized an adapted version of Lesh's representation model for purposes of observing and analyzing the influences of multiple representations and TI-InterActive! on the high school ESL students' thoughts of the real number system. Eleven ESL students from a Phoenix metropolitan high school were given 10, forty-five minute instruction sessions on how to use the technology, TI-InterActive!, as a pretreatment. When the sessions were complete, three students participated in teaching experiments emphasizing the study of the real number system through the ESL representational framework, which includes technology. Each subject participated in five teaching experiments. Data were captured through videotape and the subjects were analyzed using a list of standards. The results showed that high school students still struggle with rational numbers concepts and their representations. One research subject, displayed a strong understanding of ordering rational numbers in the form of decimals, yet struggled with the order and measure of fractions. Another subject showed an excellent understanding of ordering and measuring fractions, but had difficulties representing decimals through verbal language and written symbols. Regardless, the use of technology allowed the subjects to overcome some of their deficiencies, and provided them with a better understanding of rational numbers and the real number system.