The main purpose of this 8-month study was to determine whether significant differences in student learning and attitudes occur as a result of the use of word processors, but curriculum changes, inservice teacher requirements, obstacles to incorporating word processing into language arts programs, effective teaching strategies, and effective school board policies were also examined. The subjects were students in two classes for each grade from 4 through 9, with one grade acting as a treatment group and the other as a control group. All subjects were pretested for vocabulary, reading comprehension, language skills, and written expression using the Canadian Tests of Basic Skills; their attitudes toward language arts were tested using the School Subject Attitude Scales. The treatment groups used word processors for written language arts assignments while the control groups were denied access to word processing. Analyses of the differences between pretest and posttest scores for the treatment groups showed some improvement in basic skills with the most significant results occurring in grade 6; student attitudes also showed improvement, with the most significant effect occurring in grade 8. Subjective measures strongly supported the incorporation of word processing in language arts. Results of the data analyses are presented in 47 tables and 16 references are listed. Descriptions of the software used and the focused interview questions are appended. (Author/MES)