This study explored differences between students studying introductory statistics in a strictly lecture type setting against those in an environment where the lectures are driven by computer software. A 20-item multiple-choice questionnaire was developed covering the main concepts of a first course in statistics. Included were questions on the concepts of random sampling, sampling distributions, interval estimation, hypothesis testing, and prediction using regression analysis. Two college classes in statistics that were taught without the use of statistical software (although they required the use of a calculator) and two classes of the same course where the instructors required extensive use of computer software were selected for the sample. Scores for the students who learned strictly with a lecture type format were found to be statistically insignificant from those of the students who learned with extensive computer usage. No significant differences were found between the two groups of students with regard to math anxiety, attitudes towards statistics, or previous mathematics grades. The one difference that surfaced was that students with prior computer background were more likely to select the computer-supported section. (Author/AEF)