This study deals with CourseLab and its effect on the achievement and perception of students in learning algebra. It was used to design computer-accessed lessons in algebra. Pretest and posttest were given to the experimental and control groups. The findings showed that there was no significant difference in the achievement of students taught using the lecture method and those taught using CourseLab. Data showed that more than fifty percent of the students think that they learned better by reading a good textbook, by reading and rereading materials for the lesson and by class discussion. The perception of more than half of the students on the effectiveness of CourseLab in learning college algebra was not favorable. On the other hand, half of the students thought that they could easily understand and deal with the CourseLab interface and more than half thought that the platform tools were easy for students to use.