The superiority of the evolving computer-based approach to learning has not been supported by systematic comparisons with other methods. The effectiveness and acceptability of computer-presented and print-presented materials, containing identical concepts and methods for improving study skills and academic attitudes, were compared in a sample of 421 college freshmen. All students completed the Survey of Study Habits and Attitudes (SSHA) on the first and last day of class. A rating scale was also administered to assess student opinions of the value of the courses. Results indicated that the computer and print approaches were equally effective in improving self-reported study habits and attitudes. Both approaches achieved significant gains. Student assessment of the acceptability of the two approaches also revealed no meaningful differences--both were rated very positively. While the results support the conclusion that computer-based learning is effective and acceptable, they do not support its superiority. (JAC)