The purpose of this study was to assess students' attitude towards web-based learning resources. Specifically, the study assessed (a) differences in attitude change, towards the Western Civilization class, for students using web-based resources and those using traditional textbooks; (b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks; (c) if age, gender, level in college, owning a personal computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of attitude and (d) if level of computer literacy predicted students' attitudes toward Western Civilization class and computer technology. Participants (N = 127) were students enrolled in Western Civilization classes at Clemson University, Massachusetts Maritime Academy, and Bridgewater State College. To assess differences in attitude-change, a pretest-posttest, non-equivalent control group design was used. ANOVA was used to assess differences in attitude-change and regression analysis was used to assess the relationship between demographic variables, computer literacy, and student attitudes. Alpha was set at .05. Results indicated no significant difference in attitude-change between the groups. However, there was a positive significant relationship between computer literacy and attitude towards computer technology. Among the demographic variables, gender and time students spent on the Internet for class projects were found to predict positive attitude towards computer technology.