Students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are being asked to perform commensurate with their non-disabled peers on high-stakes tests; however, there is little research on the effects of calculators as a testing accommodation. The purpose of this study was therefore to examine the effects of calculators on the problem-solving abilities and anxiety levels of 3 groups of middle school students, those with LD, ADHD, and a control group. The overarching research question asks what effects calculators have on these 3 groups. A 2-by-3 factorial ANOVA was conducted to explore the main effects or interactions between the use of calculators, disability, and problem-solving skills on the 2 math subtests of the Kaufman Test of Educational Achievement Second Edition (KTEA-II). A 2^nd ANOVA was performed to examine the main effects or interactions between the use of calculators, disability, and anxiety according to the Abbreviated Math Anxiety Scale. Finally, a Pearson Correlation examined possible correlations between computational and problem-solving abilities. Students with LD and ADHD demonstrated lower problem-solving skills and higher anxiety than typical peers. Calculators did not show a significant impact on students’ anxiety or problem-solving skills, nor was there a significant interaction between the use of a calculator and the disability status. Further study with different tests is recommended due to the exceptional construct validity of the KTEA-II. This study contributes to social change by informing teaching professionals and parents that caution should be taken when assigning the use of a calculator as an accommodation to students with LD and ADHD, as calculators could actually cause anxiety levels to increase.