Over the past decade, the use of computer technology has grown in both social work practice and social work education. Symposia (Geiss & Viswanathan, 1986), conferences (LaMendola, Glastonbury, & Toole, 1989), texts (Caputo, 1988; Schoech, 1982), and even new journals (for example, Computers in Human Services and Computer Applications in Social Work) have appeared that are devoted to proselytizing and demonstrating how computers can be integrated into social work practice. There have even been several articles in social work journals that promote interactive video technology as an educational tool (Lynett, 1985; Reinoehl & Shapiro, 1986; Wodarski & Kelly, 1987). Unfortunately, few computer programs have been developed in social work that try to teach practice skills (Goldberg & Middleman, 1987; Maple, Kleinsmith, & Kleinsmith, 1991), and only a handful of programs are now beginning to appear that incorporate video technology (Carlson, Bogen, & Pettit, 1989; Maypole, 1991; Seabury & Maple, 1990). This article discusses how computers may be used in social work education to teach students practice skills and also presents two interactive videodisk (IVD) programs the authors have developed. We are strongly aware of the resistance to computer technology (Cooper, 1989; Mandell, 1989) and the doubts that many of our social work colleagues have expressed about the use of computers to teach interpersonal practice skills. Many colleagues have pointed out that a computer program simply cannot capture the complexity or the subtleties of a live interview. We agree that students' field experiences are paramount in teaching practice skills, but we also argue (based on our combined 45 years of classroom teaching) that practice skills can also be developed in role playing, simulations, and watching and discussing video and films of social work practice. We also know from more than 300 systematic student evaluations of computer programs used in introductory social work methods courses that social work students are extremely positive about these programs as learning experiences. Computer-Assisted Instructional Programs That Teach Practice Skills I-View Skills (Goldberg & Middleman, 1987) and Goal-Focused Interviewing (Maple et al., 1991) were the first two computer-assisted instructional (CAI) programs we tried in our courses. We carefully evaluated these two CAI programs to discover the students' responses to them. Over the past four years, 385 students have completed one or both of these programs, and their evaluations have been overwhelmingly positive. I-View Skills Program I-View Skills was the first CAI program we began using four years ago in the introductory interpersonal practice course. Seventy-nine students voluntarily completed this program, and their responses have been reassuringly positive. Ninety-five TABULAR DATA OMITTED percent of the students felt that I-View Skills did teach them interviewing skills, and 84 percent felt they could take these skills into practice. Only one-fifth (21 percent) of the students felt that the program was harder to complete than expected, and only 4 percent had trouble following the instructions and exercises in the program. The ease with which students completed the program may reflect their prior experience with computers. Of the 79 students, only 13 percent were first-time users, 72 percent had some prior experience with computers, and 15 percent had fairly extensive prior experience. In general, the students were overwhelmingly positive about the I-View Skills program. More than 9 out of 10 felt that this program was a positive learning experience and they would recommend it to their classmates. Most of the negative feedback we received about this program concerned specific aspects of the program's structure. For example, students wanted to be able to move backward as well as forward through the program, and some complained that the quizzes did not give them feedback about their wrong answers or explain what the correct answer was supposed to be. …