This article discusses the relationship among an individual's cognitive style, attitude to learning, and his or her achievement in the context of computer aided learning (CAL). The results of a small-scale study involving 32 students (18 male and 14 female) studying their first electronics module during an Initial Teacher Training (ITT) Design and Technology degree program at a university in England are reported. Data concerning cognitive style, gender, attitude to CAL, appropriate prior knowledge, and the test results from a unit of work that used a CAL package as the main teaching strategy are analyzed and the relationship between selected variables are discussed. Conclusions pertinent to the students in this study are then drawn.