This is a study of two sixth-grade classes at Bayshore Middle School (Middletown, New Jersey) who were enrolled in a 7-week keyboarding class. The first class met from October 31 through December 23, 1994; the second class met from January 3 through March 1, 1995. The instruction of the first group was teacher directed, and the students typed from a keyboarding textbook. After an introduction to keyboarding from the instructor, students in the second group received instruction from computer software (which was the same material as in the textbook). Both groups were pretested and posttested on their one-minute typing speeds measured in gross words per minute and on their knowledge of the location of the letters and punctuation in the first three rows of the keyboard. The hypothesis that students who are taught the touch method of keyboarding with teacher-directed instruction in conjunction with the use of a keyboarding textbook will not perform more effectively than students who are taught the touch method of keyboarding using an interactive computer software program proved to be correct. The students made similar measurable gains in their progress regardless of the method of instruction. A section of related literature on teaching keyboarding is included, and appendices provide test scores. (Contains 40 references.) (Author/AEF)