Summaries of recent research have found computer-assisted instruction to be a highly motivating method of instruction that fosters independent study and provides for the immediate feedback necessary for the encouragement of individualized learning. A nonexperimental study was conducted with fourth, fifth, and sixth grade students (n=88) in a Chicago public elementary school who were from 1 to 2.5 years behind in their mathematics achievement scores. The students were from a wide variety of ethnic groups with over 80% of the students speaking English as a Second Language. These students visited a computer laboratory once per week for a 40-minute period and received an individually prescribed learning packet of computer-assisted programs. The results from these students' end-of-the-year mathematics achievement tests indicated significant gains in their scores. Further, there appeared to be a positive relationship between the performance of these students on the achievement test and their mathematical conceptual performance in their prescribed learning participation within the computer-assisted instructional program. (JJK)