An achievement gap exists in mathematics among students from varying socioeconomic backgrounds. This problem specifically impacts students from low socioeconomic backgrounds, who continue to perform unsatisfactorily on standardized tests. The purpose of this quantitative study was to determine if providing graphing calculators to students could improve student achievement and lessen the mathematics gap between students from lower and higher socioeconomic backgrounds. The theoretical foundation was based on the constructivist learning theory, Bandura’s self-fulfilling theory, the expectancy value theory, and Payne’s poverty theory. The research questions asked whether unlimited access to graphing calculators improved student achievement of all learners, specifically low socioeconomic learners, as well as examined the impact of unlimited access to graphing calculators on student attitude. A quasi-experimental, pretest-posttest, control group design was used. The students took the Northwest Evaluation Association’s Measures of Achievement Progress (MAP) and the Sandman’s Mathematics Attitude Inventory (MAI) to generate the data for the study. The students MAP scores collected by the school were used for the study. The student took the MAI as part of the research study. An independent samples t test was conducted for each research question. The results showed a significant difference in MAP and MAI scores of students with unlimited access to graphing calculators compared to students in the control group. Increased student achievement through the use of graphing calculators could lead to higher test scores, more students taking challenging courses, more opportunities for college, and ultimately more productive citizens, regardless of socioeconomic status.