The performance of two groups of 24 third-grade students practicing division problems was used to assess the effect of microcomputer drill programs on learning. An experimental group that used computer drill programs from the Milliken Math Sequences package was compared with a similar group that learned division using the traditional print drill method. Students in both groups received 30 minutes of daily classroom instruction in division prior to engaging in practice drill. Results indicate that, after a 5-week period of learning, there were no significant differences in the achievement levels of the two groups. These findings also suggest that use of computer drill materials may be no more effective than print drill materials for assisting third-grade students to achieve the 70% or above level performance established for this project. Three tables and a 10-item reference list are included. (Author/LMM)