This study focuses on student response to computer-assisted instruction (CAI) after it was introduced into a college level physical geography course, "Introduction to Weather and Climate." PLATO, a University of Illinois mainframe network developed in the 1960s, was selected for its user friendliness, its large supply of courseware, its online record keeping ability, its graphic display capabilities, and the wide acceptance and distribution of the system. At the end of the semester a questionnaire was distributed to the students to determine their response to CAI. The bulk of the questionnaire dealt with the students' overall acceptance of the PLATO system and the identification of potential areas of difficulty associated with CAI adoption. The relationship between computer use and student performance was examined by calculating the Pearson Product-Moment Correlation Coefficients between two use variables: (1) the total amount of time students spent using PLATO and the total number of lessons they attempted; and (2) class performances as derived from classroom administered instruments such as quizzes, laboratory assignments, and examinations. The findings revealed a strong positive relationship between the total number of classroom quizzes taken and both total hours on PLATO and PLATO lessons completed, but a relatively weak relationship between these variables and laboratory exercise completion rate. The appendix contains a copy of the student questionnaire, and a 51-item bibliography is included. (DJC)