This dissertation analyzes and reports the findings of student reactions to a set of 51 computer modules called Performance Element Modules (PEMs). These modules focused on selected knowledge, skills, and attitudes needed by teacher education students at a midwestern university. The major purpose of the study was to assess whether students will accept the 51 computer-assisted modules as viable instructional tools;The questionnaires were designed to collect forced-choice and open-ended data as well as demographic data. Students rated the forced-choice items on a scale of 1 to 10. The higher the number, the more the students agreed with the statement;Analysis of variance and chi-square statistical tests were used to help tabulate and analyze student ratings. Means, frequencies, percentages and standard deviations were reported;The modules shared the following common features: pre- and post-test sections; resource, related courses, resource persons, activity sections; and a current bibliography of books, journals, and other media;The major findings revealed a mean score of 7.73 for "user friendliness" of the computer. For involvement and interaction of the computer programs (modules), a mean score of 7.36 was reported. Did the modules help students correct a lack of information or improve a skill? A mean of 7.12 was reported which was interpreted as an indication that the modules were viable instructional aids;Fifty of the 51 modules were designed to be viewed on an IBM computer; only one was designed using the Macintosh (with hypermedia). The results also revealed that students wanted more practical classroom applicable material presented in their teacher preparation. Suggestions for future research included the development of educational computer-based simulations to enhance the modules' classroom applications, and the construction of future PEMs using Macintosh (hypermedia) programming techniques.