This summary of the first study of student performance in the on-going CAI theory program at Stanford describes the principal features of drill and practice CAI lessons, the resistance to CAI by music faculty, and the objectives of the project--to find the statistical correlations between student performance in the CAI ear training program and data about the participants' musical backgrounds, and to survey the students' attitudes toward the program. Three Hypotheses were tested: (1) there are correlations between the learning of intervals and chronological age, sex differences, and musical background; (2) there is an order of difficulty in which intervals are learned; and (3) students prefer drill-and-practice CAI instruction to the traditional classroom setting for repetitive drill. Statistical correlations were set up between items from a background questionnaire and the systematic errors recorded by the computer; students were surveyed again at the end of the course to determine their attitudes toward CAI. Results provided support for each of the hypotheses; however, it is recommended that the findings be tested further with a larger number of subjects and control groups. A description of the hardware and software used is included, as well as the questionnaire used for background information. (Author/JEG)