The purpose of this study was to examine the effects of both ability grouping and cooperative training on microcomputer learning at the upper elementary level using both drill and practice and tutorial software programs. A total of 263 grade 5 and 6 students participated in the study. Half of the group was trained on cooperative interpersonal skills prior to the treatment. Quads of either heterogeneously mixed subjects (high ability, high medium ability, low medium ability, low ability) or homogeneously mixed subjects worked on both software programs in a microcomputer laboratory. Posttest measures generally did not reveal ability grouping effects, nor were there differential results across the software types. Significant differences in the pretest measures across the training condition did not allow for direct comparisons, and separate analyses of the training conditions did not lead to differential trends across the two groups. These results have practical implications for those concerned with classroom ability grouping. (Author/ALF)