The purpose of this study was to make comparisons between intermediate grade black pupils in an individualized, computer-supported instructional program and intermediate grade black pupils who were in a traditional, self-contained classroom instructional program. Specifically, the basic problem was that of determining the extent to which an individualized computer-supported program with intermediate grade pupils is effective as a promoter of problem-solving ability. The characteristics compared were: over-all academic achievement, reading comprehension, and general problem-solving skills as evidenced by the Cooperative Sequential Tests of Educational Progress: Science, and the Iowa Tests of Basic Skills. Fifth black intermediate grade pupils from intact fifth and sixth grade classes were used to represent the sample from a traditional instructional program. Fifty black intermediate grade pupils from intact fifth and sixth grade classes were used to represent the sample that was exposed to computer-supported instruction. Statistical analyses showed that there were statistical differences between the two groups in problem solving at the five percent level in favor of the computer-supported group. There was also a significant difference between the groups on the variable of over-all achievement in favor of the computer-supported group. (Author/JM)