Book excerpt: The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement to traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary students. The variables of grade-level, ability level, and gender were also considered. The population consisted of students who were second-, third-, and fourth-graders during the 1997-98 school year. Data were gathered that covered the three-year period beginning in 1997 and ending in 2000. The final sample consisted of 348 students who participated in Computer Curriculum Corporation3 mathematics instruction and who completed the Terra Nova in 1997-98, 1998-99, and 1999-2000. Analysis of Variance was used to identify any relationship between variables. The study's investigation of the relationship between ILS use and mathematics achievement could assist educators in planning for use of technology as a supplement to traditional instruction. While the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between ILS use and achievement will find this study constructive, especially when viewed in conjunction with the existing body of literature. Findings in this study were mixed. ILS use was associated with positive effects, negative effects, and no effects. It was noted that negative effects occurred during the year with the lowest overall usage. No interaction effects were found in any of the models, indicating that the ILS did not have differing effects for boys or girls or for students of varying ability levels. Positive effects of the ILS, Math Concepts and Skills (MCS), on math composite scale scores were noted at grades two and three, while students at grades four, five, and six were either unaffected or negatively affected by the use of MCS. Math Investigations (MI), although used on a very limited basis during the course of this study, had a positive effect overall on math composite scale scores. Clearly, when math gain was the dependent variable, there were no effects demonstrated by use of MCS or MI.