The purpose of this nonexperimental causal-comparative study was to examine the concerns of teachers in reference to the graphing calculator, as measured by the Stages of Concern Questionnaire (SoCQ) and compare the results to a combination of levels of concerns between groups. The study participants were high school teachers of mathematics in Northwest Georgia and Southeast Tennessee (n = 128). This study utilized a two-way multivariate analysis of variance (MANOVA) to determine the effect of two independent variables, formal training and experience teaching with a graphing calculator, on seven dependent variables, teachers' Stages of Concern (stages 0-6). Also, a one-way MANOVA was conducted to determine if there was a statistically significant difference in means between the dependent variables, teachers Stages of Concern (stages 0-6), and the independent variable, the state where a teacher was employed (Georgia or Tennessee). The results for the two-way MANOVA were statistically significant for the teaching experience main effect. The one-way MANOVA was found to be significant at stage 0.