A study was conducted to test the belief that students would develop a better attitude toward communication models if they were depicted using computer-generated graphics than they would if traditional chalkboard depiction were used. Two hypotheses were tested: (1) that the mean attitude-towards-models score for students exposed to models via computer generated graphics would be significantly higher than the mean for students exposed via the chalkboard and (2) that the mean score for students asked to evaluate the study of communication models would be significantly more favorable for the group exposed to computer generated models than it would be for the group exposed to chalkboard models. Subjects were 75 students enrolled in four sections of an undergraduate speech communication course. Two sections were randomly assigned to each condition and were asked to complete a semantic differentiation instrument at the end of each lesson. Analysis of the results confirmed both hypotheses. These findings suggest that computer graphics can be a valuable learning tool when used to enhance traditional classroom instruction. (JL)