A 6-month study examined the attitudes of older, low-literate adults toward using computers to learn to read and tried to determine the effectiveness of Penn State Adult Literacy Courseware for beginning readers with older, low-literate adults at a community-based senior center. The students were 10 black adults, aged 66 to 86 and educated at the 2nd- to 11th-grade level. They were tutored by 10 females, 8 of whom were black, who ranged in age from 64 to 72. All tutors were educated at the secondary level or beyond, seven of them had tutored before, and three said that they had had some experience using computers. The Attitudes toward Computers for Reading Instruction questionnaire and the Slosson Oral Reading Test (SORT) were used as pre- and posttests. The tutors were trained in the courseware before working with the students. The range of actual instructional hours was 6 to 19, and only 7 tutor-student pairs were active at the end of the study. No strong conclusions about the effectiveness of the courseware and the attitudes of the students can be made, due to the absence of a control group and the small sample size. Gains on the SORT occurred for all but two of the seven students. The mean gain was 2 months. Overall, changes in the students' attitudes toward computer-assisted reading were in a positive direction. (CML)