The purpose of this study was to evaluate college student attitudes toward the PHOENIX computer-based education system and to gauge the instructional effectiveness of computer-assisted instruction (CAI) achievement and testing in a variety of disciplines in a university setting. Data for the study were obtained from 400 students enrolled in five courses (52% male, 48% female), who answered questionnaires concerning their attitudes toward the operation of the computer terminals, ease of system use, effectiveness of the instructional system for retention of course materials, pre- and posttest achievement scores and gains, value of time spent on the system, and preference in examination delivery format. Results indicate that: (1) the majority of the students felt the PHOENIX system was worthwhile; (2) all of the students who were given an option to use PHOENIX did so to some extent; (3) 81% said the time delay in using the system was a problem; (4) 63% said the use of PHOENIX should be a required part of the course in which they were enrolled; (5) over 27% experienced some problems with the visual display even though eye strain or fatigue did not appear to be a major problem for students in the study; and (6) 86% said the system was very beneficial and judged it to be more useful for obtaining new information than traditional textbooks. Twelve guidelines for incorporating CAI into the university are provided. Appendices include a sample PHOENIX evaluation questionnaire, raw data from the study, and a 21-item bibliography. (JB)