For some time, education researchers and curriculum authorities have claimed that mathematics learning will be transformed by the availability of technological resources such as computers and graphics calculators. These tools can foster mathematical conjecturing, justification, and generalisation by enabling fast, accurate computation, collection and analysis of real world data, and exploration of multiple representations. As every Australian State and Territory has now developed secondary school mathematics syllabuses and assessment regimes that mandate the use of computers and/or graphics calculators, research is needed to examine the nature and extent of teachers' actual use of these technologies and identify factors that support or inhibit effective integration of technology into mathematics classroom practice. This paper reports on a state wide survey of Queensland secondary school mathematics teachers that formed part of a larger project investigating pedagogical practices and beliefs related to use of technology in mathematics education. We explore relationships between teachers' use of computers and graphics calculators and a range of factors that may influence uptake and implementation, including: school characteristics, teacher qualifications and experience, previous experience and confidence in using technology, beliefs about the role of technology in mathematics learning, access to hardware, software and teaching materials, and professional development opportunities.