This research study was conducted to determine the impact of computer-based instruction (CBI) on student achievement of literary genres. Student attitudes toward using CBI for instruction were examined. In addition, teachers' perceptions about using CBI for teaching students about literary genres were identified. For this study, 23 fifth-grade students utilized computers to complete nine CBI lessons on literary genres. To determine the influence of the CBI on student achievement, student attitudes, and teachers' perceptions, data were collected from a literary genres pretest and posttest, a student attitude pre-intervention and post-intervention survey, teacher journal, student interviews and teacher observations. Results of the study indicate that CBI improved student achievement in the area of literary genres. Data for student attitudes toward CBI revealed that students enjoyed CBI; they learned from CBI; and the students wanted to use CBI more often in class. The teachers' perceptions toward CBI for teaching about literary genres were provided by the regular classroom teacher and the media specialist. According to data from a teacher journal and class observations, students appeared to be engaged in the literary genres activities; they helped each other when assistance was needed; and the students utilized computer skills to complete assignments.