In order to determine student attitudes and the effectiveness of computer-assisted instruction, an introductory psychology class at Northern Arizona University participated in a study identifying which students preferred such instruction, and whether it made a difference in class performance. The sample consisted of 165 students, predominantly white females. The course syllabus provided several different credit options including traditional quizzes and study guides, computer- and video-based assignments, and numerous interactive projects. Prior to making preferential selections, students participated in orientations for the various technical resources on campus. The majority of the class opted for traditional course options and community service activities, and very few selected video, book review, and experimental options. The vast majority of students who chose the electronic options were young white males and Native Americans. Those least likely to choose electronic options were older Hispanic females. Though most students selected traditional options, course evaluations were much more positive than in the previous semester. However, there was no notable difference in overall performance within choice groups. It is likely that openness to change and previous experience with computers are important influences on students' comfort level with electronic learning. Contains 15 references. (YKH)