Studies of students enrolled in computer-based instruction have yielded mixed results, with some reporting a high dropout rate. Tis article describes a quantitative study examining the probability of students' withdrawal from a computer- versus lecture-based developmental math course based on learning style, reasons for selecting the instructional format, and entry test scores. Students in the computer-based format were more likely to withdraw from the course compared to those in the lecture-based format, and personal reasons for choosing a specific format appeared to influence completion rates. Implications for practice include suggestions for providing appropriate information to students prior to their enrollment in online developmental education courses. (Contains 4 tables.)