This study investigated the effects of the first year of a state-of-the-art computer-based integrated learning system (ILS) on the learning and attitudes of students and the attitudes and technology skills of teachers. The ILS studied was the Wasatch Educational System, which was introduced in four elementary schools in the Metropolitan School District of Mount Vernon, Indiana, during 1990-1991. A total of 1,179 students and 120 teachers participated in the study. Scores of an additional 2,436 students from previous years were compared, making a total of 3,615 individual achievement tests used for the comparisons. Students were pretested on several criteria, including days absent from school, reading achievement, language arts achievement, mathematics achievement, the total achievement test battery, and cognitive skills index. Tests used for comparisons were the Indiana Statewide Test for Educational Progress for grades 1, 2, 3, and 6 and the California Achievement Test for grades 4 and 5. Among the attitudes tested were self-concept, attitude toward school, attitude toward computers, and skills students could do with computers, as well as total scores for all of these affective measures. Teachers were evaluated according to their attitudes toward instructional technology and teaching by an integrated learning system, and their skills in using instructional technology. Results were analyzed by a repeated measures analysis of variance. Almost all of the student achievement and attitudinal variables showed significant gains after the introduction of the ILS. Highly significant gains occurred in the teachers' perceptions of their ability to use computers and the ILS. The study confirmed that the ILS increased students' computer skills and attitudes and positively affected teachers' attitudes toward instructional technology. Appendices contain all statistical data, as well as the questionnaire survey instruments. (16 references) (DB)