In 1984, summer bridge students in the Indiana University Learning Skills Center were asked to complete an open-ended questionnaire on PLATO computer assisted instruction (CAI) used in their study skills courses. Of 226 students responding to the survey, 175 (77%) had chosen to use PLATO; 86 students used both the psychology and sociology review lessons, while 49 used only the former and 35 only the latter. The remaining students used only lessons which were not directly related to the study skills program, e.g., math or English language lessons. Students used PLATO for a variety of reasons, i.e., convinced by instructors, attracted to the computer format, persuaded by friends, reduction of study time, better understanding of course materials, or to gain experience on a computer. Although trained neither in computer science nor in evaluation of education programs, the students identified each of four requisites for success identified in literature discussing CAI effectiveness: (1) implementation must be voluntary; (2) it must be part of a larger, overall educational program and implemented in conjunction with larger educational objectives; (3) the software must take advantage of the computer's interactive capabilities and it must be of pedagogical quality; and (4) the student must not be in primary control of the pacing. It is suggested that students have a wealth of knowledge which educators could and should tap in order to vastly improve the effectiveness of educational programs using computers. A list of references and copy of the student questionnaire are provided. (JB)