This study described teaching methods in use in computer studies classes, explored the reasons for their use, and explored perceptions of effectiveness. Four main research methods were used: semistructured interviews; observation of teaching; perusal of course documents; and informal collection of information by talking to students and tutors. One class studied had a slightly more formal approach--lectures supported by handouts and overhead projector slides followed by practical exercises for the students; the other had a less formal approach--brief talks interspersed with practical activities, self-selection of computing activities, and social activities. Students found plenty of hands-on experience backed up by individual support from tutors most effective. Four main dimensions of effectiveness for students were identified: effectiveness as learning about computing; effectiveness as an interest in computing; effectiveness as enjoyment of the course; and effectiveness as gaining self-awareness. Data suggested six subsidiary factors that influenced teaching effectiveness: guidance and continuous support; class composition; student isolation; tutor isolation; resources; and evaluation/assessment. (Nine references and descriptions of evening and day courses are appended.) (YLB)