The symbolic, abstract, and visual nature of mathematics makes the subject one of the most challenging to teach. However, with the introduction of technological interventions, it is possible to expedite the learning process by making the learning experience more appealing to the student. This paper sought to explore the perceptions of teachers on the efficacy of iPad and iPhone use in advancing learning of mathematics. The quantitative study surveyed a sample of 100 purposively selected teachers teaching mathematics at middle and high school levels in Coosa County, Alabama. Semi-structured questioners were used in collecting data from the respondents and entered in SPSS for analysis. The findings indicate that majority of the respondents found the frequent use of iPads in the classroom to be important in improving student understanding (74.55), enhancing communication (89.2%), and improving performance (91%). While there might be certain barriers such as lack of support from administration or insufficient access that could limit the adoption of the iPads in certain circumstances, their usage is associated with improved learning outcomes among all sets of students ranging from fast learners to slow learners among others. The results concur with existing literature, especially Dewey’s theory that shows that learning can be influenced positively by presenting students with opportunities to experience the iPad. Notwithstanding that while technological interventions in the form of iPads and iPhone may facilitate proper communication, efficient ways of passing instructions from teachers to students and act as advanced methods of solving math’s problems and thus easing teaching of mathematics, their usage should be limited to that of supporting the process of actual instructing.