This study evolved from an attempt to determine the effects that learning computer programming has on the development of certain mathematics skills in undergraduate college students. An observational study was set up in which pre- and post-tests of selected mathematics problems were administered to six sections of C programming classes at a mid-sized university in the south central United States, in Spring of 1998. A t-test and multiple regression were run against the resultant data to try to answer whether C programming enhances certain mathematics skills.