Sixty-five early childhood preservice students were administered the Kolb Learning Style Inventory and a survey to determine computer importance, knowledge, and attitude. The majority of the students were concrete experiential and active experiential. Forty-five percent of the subjects were primarily Divergers with the Accommodator being the preferred quadrant. Role play was the instructional strategy most preferred on the pre- and post-survey. Lecture, independent study, and computer assisted instruction were the least preferred. The students who were primarily concrete experiential had a moderate relationship to computer importance and computer knowledge. The reflective observation subjects had a negative relationship to computer attitude. There were no significant differences in the results of the survey after the students had completed five computer based lessons. Descriptions of the four computer based lessons used in this study are included. Recognizing individual differences and providing varied activities should be modeled in the college classroom. Twenty-seven references are given. (Author/IAH)