Abstract: While recent literature has pointed to the efficacy of computer-assisted instruction (CAI) in providing educational intervention at an early age, there is a lack of research exploring its use in a pre-kindergarten setting. The current study assessed the efficacy of CAI on students at the start of their academic careers. The Waterford Early Learning Program, a CAI program for pre-kindergarten students, was assigned to experimental students in a Florida school district in the 2014-2015 school year, while control students did not receive Waterford curriculum. The Florida Voluntary Pre-Kindergarten (VPK) Assessment was administered to children at the beginning and end of the school year. Students who used CAI had better learning outcomes than students who did not. Results also offered support for CAI use in closing demographic achievement gaps.