The purpose of this study was to evaluate the relationship of student attitude using graphic enhanced versus nongraphic enhanced computer-based instruction. Four intact groups were randomly assigned treatment. Two groups received graphic instruction and two groups received nongraphic computer-based instruction. An attitude questionnaire was administered to evaluate student attitude toward the graphic and nongraphic computer-based instruction. Results of t-tests indicated there was no significant difference in attitude scores between graphic and nongraphic treatment groups at the .05 level.