This study examined whether the use of motion probes and graphing software increased middle school students' understanding of position vs. time graphs. Two classes used motion probes to collect data on physical motions and generate graphs, while two other classes did not use probes. All students took pre- and post-tests. Results showed no significant difference in post-test scores between the groups, suggesting motion probes did not improve students' ability to interpret graphs. However, most students found the probes engaging and useful for learning graph concepts. Observing students with probes helped identify misconceptions for teachers to address.