This study examines the relationship between high computer access and "student empowerment" at the Nashville, Tennessee, site of the Apple Classroom of Tomorrow (ACOT) project. The study rests on the premise that school learning is a function of the work carried out by students in school, and that schoolwork is experienced by students as a series of specific tasks. This sequence of tasks constitutes a specific treatment which over a period of time produces thoughts, feelings, and actions which have an influence on work habits, attitudes, and achievement scores. In this study, student empowerment refers to an internal student state where the student sees himself/herself as responsible for, or in control of, the source of his/her own learning. Subjects were two fourth grade classrooms, one which participates in the ACOT project, and one which does not. Data collection included field notes, videotapes, interviews with teachers, and reviews of task materials and products. Results showed that high access to computers was associated with increased student empowerment in classroom learning settings. However, additional work needs to be undertaken to document the effects of various "profiles of student empowerment" (i.e., distribution of schoolwork task characteristics) on student learning. The text is supplemented by two figures and six tables, and two appendixes provide a copy of the task description form and a list of coding keys for several forms. (19 references) (EW)