The use of online instructional delivery techniques such as instructional web sites, online communication tools, and multimedia productions to deliver classes is a rapidly growing practice in education. Knowledge of how student a priori experiences with computer technologies and applications correlate to student perceptions of and success with embedded on-line learning experiences could enhance decisions about the design and delivery of on-line components embedded in traditional classroom instruction. For the purpose of this study, student success was operationally defined as achieving learning objectives as indicated by test and project scores. This knowledge could also begin to provide the basis for development of a useful pre-assessment instrumentation to assist instructors in identifying which students are most likely to be successful in achieving learning objectives with embedded on-line instruction. More specifically, it could be useful to better understand how students react when selected portions of course material are delivered online to support instruction in an otherwise traditional classroom. (Contains 1 table.)