Much attention has been given in recent years to the essentials of incorporating elements of information technology into educational curricula and especially into the classroom. This paper summarizes findings of teaching two sections of the same college course in the same style with one exception. Section 1 had information technology available and made use of this technology whereas section 2 met in a traditional classroom setting without this presumed advantage. The author’s hypothesis that students in section 1 would perform significantly better than those in section 2, when tested on microcomputing skills, was disproved.