Today's technological development in multimedia, Internet, and CD-ROM provides opportunities to use computer-assisted instruction (CAI) for diverse applications. This study examined the following questions: (1) do significant differences exist in the preference for CAI between male and female students? (2) do significant differences exist in the preference for CAI between undergraduate and graduate students? and (3) does an interactive effect exist between student gender and academic status (undergraduate versus graduate)? Seventy-six students at a university in the mid-south of the United States were randomly selected to answer the survey questionnaire. Analyses of variance showed that academic status was the only one significant main effect at the .05 level. Graduate students favored CAI more than did undergraduate students, probably because most of them had jobs and needed to learn CAI use at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of experimentation with CAI becomes greater. The association of academic status with the preference for CAI was found to be strongly positive. The option mix of CAI with good traditional lectures in higher education must be the key element to the success of any instruction in technologically sophisticated societies of today. (AEF)