This study presents a descriptive account of the effects of two computer based tutorial programs used in high school Pre-Algebra and English classes via an interactive computer technology laboratory environment. The laboratory settings described, joint enterprises developed by a state university, the United States Air Force, and two public school districts, were pilot test sites for these programs. The data reported, gathered over a two-year period, is reflective of student and teacher interactions with these programs as well as their reactions to the interdiction of a technology based learning environment. Conclusions drawn from this study include: teachers may be reluctant to use this type of technology and software unless there is a direct applicability to the at-hand curriculum; in order for interactive technology to be successful, the role of the teacher and time spent in school need to be redefined; teachers must be active participants in the learning process; and teachers and students need to know how to apply their knowledge of computer technology in an appropriate mode. (Contains 7 references.) (JLB)