Algebra has been identified as the foundational course for all other mathematics courses. Yet, research has shown that African-American students are low achievers in all strands of mathematics (NCES, 2001). Computers, on the other hand, have been marketed as an instructional tool to teach and reinforce classroom instructions. This study investigated the effects of using computers to teach African-American developmental intermediate algebra students how to solve linear equations. There were 120 African-American students, one White student, three computer groups, three non-computer groups and one instructor involved in the study. At ? = 0.05, there was no significance in achievement difference between the computer groups and the non-computer groups.