This study examined a state-of-the-art computer-based integrated learning system to determine its conformance to research findings on effective learning practices; to describe its implementation in an elementary school setting; and to assess changes in students' achievement in either mathematics or reading. Pretest/posttest data were supplemented by observations, interviews, document reviews, and teacher and student questionnaires. Results of the achievement tests showed that students' test scores improved; however, treatment differences in reading were significant only in the white group for comprehension. Significant differences in the mathematics component were restricted to race and race by sex. Overall, this study supported research findings that indicate computer programs whose management is not an additional burden on the classroom teacher, match the local curricula, and address learning theory research can be implemented successfully. (23 references) (Author)