A 12-week study of two groups of 14 college freshmen music majors was conducted to determine which group demonstrated greater achievement in learning auditory discrimination using computer-assisted instruction (CAI). The method employed was a pre-/post-test experimental design using subjects randomly assigned to a control group or an experimental group after a 3-week period of using CAI. A treatment of specifically defined objectives was administered to the experimental group, while the control group was told to continue to improve. A statistical analysis of the data found that there was a significant gain in music achievement between the pre- and post-tests, but there was no significant difference between the achievement of the experimental group and that of the control group. Attitudinal questions and observations indicated that the general attitude towards CAI was very positive, and a learning styles inventory showed that the information gained would be helpful to the instructor in directing the use of CAI by some students. It was concluded that, although the study showed CAI to be a valuable supplement to student learning of auditory discrimination, different types of objectives and different ways of administering objectives should be considered in future studies. Supporting data and tests and forms used during the study are appended, and an extensive bibliography is provided. (DJR)