In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was contrasted with the two treatment groups. All children in the study were eligible for free or reduced lunch. Responses from a semi-structured focus group of prekindergarten teachers (N = 5) were analyzed for corroboration. Although all three groups progressed in literacy development, the control group had significantly larger gains (p < 0.01). The effect size was moderate (eta squared = 0.63). Qualitative data supported the use of one computer program over another, but none of the teachers supported daily use of either software treatment.