This study examined the impact of keyboarding instruction on the acquisition of word processing skills. Over a 6-week period, 6 third grade students were studied as they used the "Type to Learn" keyboarding program. Each student spent an average of 45 minutes on the computer each week. Data collection consisted of observations, questionnaires, and interviews. Students were observed as they progressed through the "Type to Learn" program. The students were then interviewed to determine their attitudes and comfort level with regard to the keyboard and word processing. This study demonstrates that 6 weeks is an appropriate time frame for learning the keyboard. Most of the students in this study used self-talk to reinforce their learning as they located the keys. The students learned the location of the keys and typed at a reasonable pace without using the correct finger positions. These findings directly contradict the assumptions made by other researchers. The students reported that they were so comfortable with the keyboard that they would choose to type a story rather than write with pencil and paper. Implications of this study call for future research with students using a word processing program. The students need practice on the keyboard using a word processing program. As this occurs, it would be interesting to study students using word processing with a particular focus on revising and editing on the computer rather than on pencil and paper. An appendix lists the questions students were asked a the conclusion of the study. (Contains 28 references.) (Author)