Existing research into the usage of intelligent tutoring systems (ITSs) has been predominantly quantitative. Studies and metanalyses suggest that ITSs are second only to human tutors with respect to improving student learning outcomes; and that there are no significant differences between learning with an ITS versus a human tutor. This phenomenographic study was focused on how students with varying levels of preparedness for college conceptualized the experience of using the Writing Pal (W-Pal) ITS as a required component of their corequisite, first-year composition course. Though the most underprepared participants left the study, the resulting outcomes nonetheless captured key differences in participants' conceptions. While a single technology is not the ultimate solution to the complex problem of student readiness for college, the overall findings have implications for the field of instructional design and technology. Instructional designers and faculty development specialists must be able to help educators deploy and integrate such systems effectively, and continued research into this area could further develop best practices for avoiding slipshod design built around a technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]