This paper attempted to determine whether increasing technology, specifically a computer-based instructional approach, into the curriculum increases student learning, focusing on effects on student attitudes and self-efficacy. Participants were 47 fifth graders in a private school. One group received computer-based instruction in English grammar, and the other received computer-based instruction in mathematics. The instructional programs included drill and review. To determine self-efficacy and attitudes toward school, English, and mathematics, students completed the Student Opinion Survey (J. McMillan). Two other instruments were administered to provide evidence of convergent and discriminant validity. Findings suggest that the computer-based instruction increased student interest in school and learning in general. Students described an increase in satisfaction of learning with immediate responses. Implications for instruction are discussed in the context of the Massachusetts State Standards. Appendixes contain an Excel chart of study figures, the student opinion survey, and the Systat calculations. (Contains four figures, four tables, and nine references.) (SLD)