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The purpose of this study is to explore computer assisted instruction versus traditional instruction in the third grade in an attempt to determine the relationship between computer assisted instruction and achievement in mathematics. A total of 141 third grade students and six teachers participated in this study for a period of eight months. Students received traditional mathematics instruction including paper-pencil activities, or traditional instruction in conjunction with computer assisted instruction using the Computer Curriculum Corporation system. To measure mathematics achievement, the students were administered the Comprehensive Test of Basic Skills (CTBS) in the Fall of third grade prior to the implementation of the study. They were then administered the Iowa Test of Basic Skills (ITBS) in the Spring of third grade. Information regarding race and gender was collected from the standardized tests. The data collected were analyzed using multiple regression. The results indicated that when controlling for CTBS, gender, and race, group membership (traditional instructional setting versus computer assisted instructional setting) was not statistically significant $(p > .05).$