A 4-week experimental study was conducted with 105 high school students in 4 introductory typewriting classes of a large urban school in British Columbia during the 1981 spring semester. The purpose of the study was to compare the effectiveness of teaching the skill-building components of typewriting speed and accuracy using either the microcomputer or the electric typewriter. Ten hypotheses were tested using a randomly selected treatment group of 32 students and a control group of 73 students. The nonequivalent control-group design modified by a time-series design was used. Two pretest and posttest speed and accuracy assessments were measured by instruments certified by a panel of typewriting experts and the results evaluated through statistical techniques. The experimental group used a custom-designed software program, essentially a copy of text material used by the control group. Student and teacher questionnaires were administered. Results failed to reject 9 out of 10 null hypotheses, indicating that the microcomputer is as effective as the electric typewriter in increasing student speed levels considering factors of sex, age, and class attended. The results also indicate that the microcomputer is as effective as the electric typewriter in increasing accuracy scores when age and class attended are involved. Recommendations for microprocessor design and future research were made. (Author/KC)