Students in this study were enrolled in either an Introductory Algebra or Intermediate Algebra class taught through computer-mediated instruction or lecture. In the first year of the study, students were asked what they believed helped them learn mathematics in the instructional format in which they were enrolled. They were also asked what they would find difficult about learning mathematics in the instructional format in which they were not enrolled. Based on students' written responses, a set of 12 survey items was developed. The items were administered at the end of the fall semester the following year. There was a significant difference at the p = 0.05 level on nine of the twelve items when comparing results from computer-mediated and lecture students who were consistent in their preference for either computer-mediated or lecture instruction. Students who selected computer-mediated instruction indicated that the software should provide step-by-step instructions and allow the students to control the pace and to navigate backwards to review. They also viewed the software as a more visual way of learning than a teacher lecturing and indicated that software holds their attention better than a teacher lecturing.