Computerized storybook maker programs can motivate young children to learn to read and write as they play. This study compared perceptions and performances of young children and adult students on the StoryBook Weaver program. Participants were 26 first graders and 23 preservice teachers. Both groups of students were asked to compose stories on a Macintosh computer with a storybook maker program. To investigate the impact of grouping on composing with the storybook maker programs, both children and adult groups were randomly assigned into individual groups and pair groups. The differences of the performance and outcome were examined through observation of how students proceed to complete the assigned tasks; how frequently students applied the story making elements in the program time they devoted to composing; and the quality of their final products. In addition, information about their final attitudes toward the product were collected. The differences between the adults and the young children are discussed in terms of motivation; approach; time spent; elements used and features tried; most enjoyed features; quality of finished story products; special needs; self-stated attitudes; and team group versus individual group. Young children were found to enjoy the storybook maker programs more than adult students. Five tables depict results. (AEF)