This is a summary of findings of three studies of learning style in computer-assisted instructional (CAI) settings. In study one, learning style and math achievement data collected from an intact class of 23 seventh and eighth graders indicate that students' learning style preference changed after four months of CAI towards the accommodator type. Students with high math ability showed a higher pre to post learning style shift than the low ability students. In study two, learning style and math achievement data collected from a group of 22 19- to 21-year-old disadvantaged students involved in a five-week program of computer-assisted remediation showed a shift towards the accommodator type comparable to the results of study one. In study three, learning style and classroom achievement of a group of 30 adult graduate education majors in a course that deals with utilizing microcomputers in education (Apple IIe) shifted after five weeks towards a preference for more concrete experience and more reflective observation. It is suggested that a change in student learning style preference, particularly for high ability students, occurs in CAI environments. A shift towards concrete experience and active experimentation may relate to higher math achievement in similar CAI environments. (TW)