This study described an eighth-grade classroom environment in the United Arab Emirates where computers were used as a tool in teaching social studies.It was conducted in a naturalistic setting where different activities and interactions were observed and explained.The study investigated both the teacher’s perceptions and students’ attitudes toward using computer technology for a social studies class.Both quantitative and qualitative data were gathered to describe and explain what happened in the eighth-grade social studies classroom which consisted of 28 male students between 13 and 14 years of age.In the quantitative segment of the study a 20-item Computer Attitude Questionnaire was administered to determine any significant differences in students’ attitudes towards computer importance, computer enjoyment, and computer anxiety through the use of computer-enhanced instruction in their classroom. A two-tailed paired sample t-test at the .05 significance level was conducted to examine students’ change in attitudes regarding each item.The results of the two-tailed t-test showed that the students’ perceptions towards computer importance were not significant; in contrast, when it came to the students’ perceptions of computer enjoyment and computer anxiety, the results of the two-tailed t-test showed positive improvement.In the qualitative part of the study, three different sources of data were employed to understand and describe the cooperative computer-based learning environment: student interviews, students’ written reflections, and the teacher’s personal observation notes. The three main themes that emerged during data analysis were students’ sense of empowerment through presentations, rapport and support among students,and cooperation among students.