Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this critical issue. This study used Cognitive Load Theory to design and compare three types of CAS tutorials, investigating the split attention and redundancy hypotheses. Contrary to predictions based on Cognitive Load Theory, there were no significant differences in performance among the three groups. Qualitative data obtained from observation and post-interviews are integrated throughout and prove helpful in explaining these discrepancies. A significant interaction was found between mathematical ability and tutorial method. (Contains 6 tables and 5 figures.)