This paper discusses some of the issues involved and lessons learned in including a formal computer laboratory component in a freshman mathematics course for business administration students at Monmouth University (New Jersey), focusing on both the technical and the pedagogical aspects of the component of the course. The concept is modeled after traditional physics and chemistry laboratory exercises. Students are expected to attend a scheduled laboratory session supervised by the instructor. They are encouraged to work in teams of two to three students and are required to submit a formal laboratory report for the team. The laboratory exercises involve solving problems that resemble "real world" situations with data that is beyond paper-and pencil solution techniques. The exercises require a written conclusion or a recommendation for action for the simulated problem. Students are expected to do a reasonable amount of work each week; this concept is reinforced with a 30-minute quiz one week and a formal laboratory assignment the next. While no formal pre- and post-analysis or control group comparisons were conducted, student surveys indicated that more than 90% of students would recommend the "technology-infused" course to others. The Course/Instructor Evaluation questionnaire and responses are appended. (Author/AEF)