The No Child Left Behind Act of 2001 (NCLB, 2002) sets as a goal that every student should be technologically literate by the eighth grade, regardless of student background or family socioeconomic status. In addition, many professional organizations in education have encouraged mathematics educators to reform the curriculum and incorporate more technology into the classroom instruction and activities of mathematics classrooms. The national calls for incorporating technology have led to substantial financial investments by some school districts as well as the federal government toward the purchase of technology for schools. This study focuses on the critical issue of using technology as a tool to enrich classroom practices for ELLs. Although several studies have examined the use of technology, this study was conducted in an urban elementary school mathematics classroom through the use observational research. The findings indicate that the use of technology in these classrooms was very limited and that the only instructional practice that was used extensively was direct instruction.