Over the past ten years, traditional lecture style delivery has given way to computer-aided instruction (CAI) in post-secondary education. Developmental mathematics courses have been one of the most widely used applications. At a small community college in the Mississippi Delta, a computer assisted version of Intermediate Algebra was implemented. There were two purposes of this research. First the research attempted to determine whether or not the new CAI course was effective. This was the basis for Research Question One. Second, the research attempted to determine students' characteristics that affected performance in the new delivery format. This purpose led to Research Question Two as to how demographics affected CAI mathematics performance. The second purpose also led to Research Question Three concerning how attitudinal and personal factors were related to performance in the CAI mathematics course. Phase One of the research addressed Research Question One. In that study, 5636 student grades and withdrawal patterns were studies over a 13 semester period. The first seven semesters were taught by traditional lecture methods. The next six semesters were taught in a CAI laboratory. Significant increases in grades and significant increases in withdrawal rates were noted in the CAI phase. These two findings were probably related, in that withdrawing students tend to have a lower level of performance compared to students who completed the course. Phase Two of the research studied both Research Question Two and Three. Research Question Two studied the performance of various demographic groups on the CAI format. Females earned significantly higher grades than did males and Whites earned significantly higher grades than did Blacks. Research Question Three studied attitudinal and personal variables as they affected performance in the mathematics CAI course. Mathematics self-efficacy was a significant predictor of grade in the course. Also, males gave significantly higher course evaluations than did females, even though females earned higher grades in the course. Mathematics Self-Efficacy was significantly higher in Whites, while Mathematics Avoidance was higher in Blacks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]