A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)