Some students do not "take to" computers as a learning tool. Reasons for this include inappropriate software; use of the same software for all students rather than accommodation of different interests, needs, and learning styles; and various handicaps (both physical and mental). For example, many students prefer a holistic approach; others a skill and practice approach. Effective results with computer programs can be obtained by a knowledgeable teacher who considers the uniqueness of each child a challenge and discovers students' learning styles, perhaps utilizing a Learning Style Inventory. Subsequent to a determination of each student's learning style, software selection requires considerable thought. Interviews with university students and a review of relevant literature validates the idea that computer software can support instruction for various learning styles but not without the high quality help of a knowledgeable, creative, and caring teacher who recognizes, respects, and provides for the many differences among students and who realizes that computer learning may not be for everyone. These views are illustrated by many of the assessments of the "Writing to Read" computer program sponsored by International Business Machines. The paper concludes with a list of 12 implications of this study. (Contains 10 references.) (LL)