South Carolina requires that prospective teachers pass an Education Entrance Examination (EEE) consisting of three parts--writing, reading, and mathematics. Minorities are having difficulty passing the mathematics portion of this test. This study investigated the effects of computer-assisted instruction (CAI) on basic skills mathematics achievement and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. Forty-nine EEE mathematics seminar students (all were blacks except one) were randomly assigned to an experimental group and a control group. The seminar was continued for six weeks (18 sessions). The primary difference between the two groups was that the experimental group received 30 minutes of CAI in mathematics during each session. The results of statistical analysis showed that the CAI increased the students' mathematics scores and that they developed a more internal orientation through its use. (YP)