The purpose of this study was to explore the attitudes that Barbadian secondary school students hold toward computers and their perceptions of the usefulness of computers in mathematics classes. The Loyd and Gressard Computer Attitude Scale was administered to 364 students in the first and fourth forms of two secondary schools, along with a questionnaire that gather information about the students’ gender, age group and experience with computers. In addition, the students were asked to write a paragraph saying whether or not they felt computers would be useful in mathematics classes and why. An analysis of the computer experience was carried out by age and gender in light of the findings of other research studies that computer attitudes might be closely linked to computer experience, and that differences in attitudes might be a reflection of differences in experience. Gender differences were found only for access to computers in secondary school, and frequency with which the computer was used to surf the Internet. Age related differences were found for access to computers in primary school and in secondary school, as well as for the frequency with which games were played. A principal components factor analysis was carried on the 30 items on the attitude scale and four dimensions emerged: Fear/Anxiety, Enthusiasm, Persistence and Indifference. These were used in the analysis of the data from the attitude scale. The results of these analyses suggested that students in the sample generally held positive attitudes toward computers. No gender differences were indicated, but younger students were found to experience higher levels of anxiety than did older students. No differences in attitudes were found between students with home access to computers and those without. Also, students who often used computers to surf the Internet were found to be more enthusiastic about computers then those who did not. The students written paragraphs revealed that most of them felt that computers would be very helpful in mathematics classes. The cited exciting lessons and individual work as some of the benefits. Some students had less positive feelings about computers in their mathematics classes. Encouragement of mental laziness was one disadvantage mentioned. These negative views were expressed by students who had low as well as high scores on the attitude scale.