A group of high school students in a computer applications class was involved in a crosscurricular intervention that included other classes. The students were given a pretest and posttest to determine the knowledge level and skills regarding basic computer applications, specifically Microsoft Word. The students were given a pre- and post-intervention attitudinal survey to establish the level of motivation and attitudes of the students when implementing computer applications, including Microsoft Word. Using a Microsoft Word textbook, the students completed a unit that introduced concepts. Then, computer projects from core content classes were used to build a deeper understanding. Projects were scored using a teacher-developed, standardized rubric. The students' scores from the intervention group were then compared to student scores from the non-intervention group. The comparison indicated an improvement in the knowledge and skills level of the students in the intervention group. However, the preattitudinal and post-attitudinal surveys did not indicate much difference between the two groups.