Historically, very little research that meets the scientifically based standards as defined by the No Child Left Behind Act has been conducted on the effectiveness of educational technology on student achievement. The purpose of this study was to explore and seek to understand urban city teachers' perspectives on the benefits or effects of computer software tutors on their urban students' science achievement (from interviews with Baltimore City teachers). Three Baltimore City practitioners were interviewed on February 7, 2008 for their perspectives on tutoring software and its benefits to urban students. Results indicated that Baltimore City teachers felt that tutoring software is beneficial to urban students. Qualitative results further revealed: sixty-six percent of those practitioners interviewed indicated that tutoring software was good for reinforcing and supporting lectures, sixty-six percent of practitioners interviewed also indicated that tutoring software can serve as a great motivational tool for science students, and sixty-six percent of those interviewed talked about the effectiveness of tutoring software in possibly helping to improve high stakes science test scores for K-12 students. Interview data results seemed in line with quantitative data reporting by Kulik (2002) and Willis (2000) who found correlations between tutoring software usage and increase students' attitudes toward science and increase science achievement. In light of a few limitations of this study and taking into account the gaps or limitations existing in the literature, it is recommended that more qualitative studies be conducted that can explore and seek to understand the perspectives of urban teachers with regards to their perceived benefits of technology on students' science achievement. (Contains 1 figure.)