Although computer-assisted instruction is increasingly common in the alternative school setting, little research has been conducted regarding its relationship to emancipatory education for alternative school students. In the following case study, the author explores the environment of the computer-assisted classroom through an investigation of dialogical interactions. Data was collected in secondary computer-assisted classroom that utilized the program PLATO Online. Methods for inquiry included observations, informal and semi-structured interviews. The author concludes that the technology maintained the authority in the classroom and that the staff and students lacked the agency to disrupt the banking model of education.