Findings from this study indicate that the use of computer-enhanced resources throughout an entire algebra course had no significant effect on algebra achievement, attitudes toward mathematics, and attitudes toward the instructional setting. Differences in ability did have a significant effect upon algebra achievement but did not significantly affect attitudes toward mathematics and the instructional setting. During the study, high- and average-ability students had a significant improvement in their attitudes toward computers. High-ability students were more reluctant to accept computers in the algebra course than average-ability students. An important finding of this study is that computer-related assignments can be given weekly throughout an entire course in second-year algebra without taking time and topics from the algebra content.