The study analyzed gender attitudes of students in learning mathematics by using a calculator, in one of Botswana's Junior Secondary Schools. Students' attitudes were sought using a questionnaire and data was analyzed by both quantitative and qualitative methods. Attitude variables used were usefulness of calculators, enjoyment and anxiety in using calculators. The findings indicated that students of both sexes did not realize the benefits of using a calculator in mathematics learning. Generally, no gender differences were noted in the variables used. While most students were accessible to calculators, they were not accessible to calculator technology. (Contains 3 tables.) [For complete proceedings, see ED489538].