To evaluate the effect of typing instruction on knowledge about computers, students from grades 4 through 8 attending computer literacy and programing classes were assigned to either a treatment condition providing 4 weeks of typing instruction or a control group receiving no typing instruction. It was hypothesized that pretest-posttest gains of students receiving typing instruction would be significantly greater than those of control group members. The pretest-posttest contained questions relating to care of computers, computer use, applications, and programing. In computer literacy and programing classes students were taught the components of a computer, received instruction on the care and use of computers and diskettes, and were introduced to programing in BASIC. In typing classes, treatment group students received instruction and practice in the correct finger positions for touch typing and were taught the typing game "PAWS+." Treatment group students worked at this game to increase their ability to locate letters without looking at the keyboard. Findings did not support the research hypothesis, but 4th, 5th, and 6th grade scores and overall mean scores indicated that the treatment group students gained more than the corresponding control groups. Appendices provide a survey of computer experience, the computer knowledge pretest-posttest, and a diagram of a keyboard. (RH)