A meta-analysis is performed to determine if the cognitive style construct of field dependence/independence is related to achievement in computer programming. The studies for this meta-analysis came from three major sources: computer searches of the Educational Resources Information Center (ERIC), Psychological Abstracts, and Education Index databases; branching from bibliographies located through the computer searches; and manual searches through the last 10 years of the most relevant journals. Using the Pearson Product coefficient as the measure of effect size, 12 effect sizes from 10 studies are combined. The overall grand mean of the sample weighted effect size is .45. This suggests that there is a positive relationship between a student's degree of field independence and success in computer programming classes. Class level, programming language, and the test used to measure field independence did not significantly differentiate the correlations. Four tables and two figures display the data. The code sheet for field dependence/independence in computer programming is appended. (Contains 20 references.) (ALF)