Abstract: This study examined the effects of cognitive styles and social interdependence on students’ achievement and attitudes in computer technology learning. A total of 18 student teachers participated in this study. Analysis of quantitative data revealed that those who had field-independent cognitive styles and worked in nonexistent social interdependence conditions had higher achievement scores than those who had field-dependent cognitive styles and worked in positive social interdependence conditions. No statistically significant difference in the participants’ attitudes toward learning in the two conditions was found. However, analysis of qualitative data revealed that the participants would prefer working in nonexistent social interdependence conditions when learning computer technology no matter what cognitive styles they have.