This article describes an experiment that compared different methods of teaching undergraduates the fundamentals of negotiation analysis. Using student subjects, we compared three conditions: reading, lecture-only, and lecture accompanied by student use of a computerized negotiation support system (NSS). The authors examined two facets of learning: comprehension and attitude about the learning experience. Comprehension was measured with quiz scores and attitude was measured by responses on a questionnaire. Results show that comprehension was significantly better in the lecture and lecture/NSS conditions than in the reading condition (no difference in comprehension between lecture and lecture/NSS). Attitude measures show students had a more positive attitude toward the material and about the learning experience in the lecture/NSS condition than the lecture-only; in turn, the attitude of lecture-only subjects was better than the reading-only group.