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This study was designed to determine the effectiveness of computer-assisted instruction (CAI) on reading and mathematics achievement, attitude toward reading and mathematics, and the effect of CAI on reading and mathematics achievement and attitude for low socioeconomic students. The study involved students in grades 2-5 in five elementary schools. All schools in the study were located in a large urban/suburban/rural school district in northwest South Carolina. Students in the experimental school received CAI in reading and mathematics for a period of one school year. Students in the control schools received traditional reading and mathematics instruction during the school year. Findings indicate that computer-assisted instruction improved reading for students at the fourth-grade level, and increased positive attitude toward reading for third- and fourth-grade students in the low socioeconomic category. The CAI students in grades 2, 4, and 5 made significant gains in mathematics achievement. A more positive attitude toward mathematics was shown by students in grades 3 and 4 following computer-assisted instruction.