Abstract: This paper describes our experience in incorporating Maple into a traditional First Year Undergraduate Mathematics course. We describe our approach to the overall organization of the course, illustrating the use of Maple in specific topics. We also report on the results of a student survey on the use of Maple, noting a few areas for improvement. Overall, the non-intensive approach has had a positive impact on the course. Although this report is on a First Year Undergraduate course, the principles of the approach may be applied to the teaching of Mathematics at other levels as well.