Compared were the performance of third grade pupils on division of whole numbers using a commercial microcomputer drill program (Milliken Publishing Company Math Sequence) with the performance of another group using printed drill materials (mimeographed sheets of 50 problems from each level of the computer drill program). Using a matched pairs design, 48 students from three third-grade classes in an affluent suburban school district in the Southeast were allocated to the computer or paper drill group. No significant difference between the two groups was found on the pretest. The difference between the two groups on the progress test administered at the end of the first week was significant, but on all other progress tests and on the posttest no significant differences in mean performance were found. Student progress toward mastery favored the print group. At the end of the 5-week study, 20 members of the print group and 18 members of the computer group met the specified mastery criterion of 90 percent on the 50-item test. Thus, the sound, color, graphics, and immediate feedback in the computer program had no apparent effect on student achievement and were not as efficient in enabling students to reach the specified mastery level. (MNS)