This study examined variables which may be important in the design of instructional environments adapted to accommodate individual differences. Purposes of the study were: (1) to determine whether matching or mismatching subjects with their tendency toward field dependence or field independence had any effect on achievement in a hypermedia learning environment; (2) to determine whether matching or mismatching subjects with their tendency toward field dependence/independence had any effect on satisfaction; (3) to examine the role of awareness of field dependence/independence and the resulting effect on achievement; (4) to examine the role of awareness of field dependence/independence and the effect on satisfaction; and (5) to explore possible interactions of these variables (awareness of cognitive style, field dependence/independence, and match/mismatch) with cognitive style. Students (n=177) enrolled in instructional technology courses were administered the Group Embedded Figures Test to determine field dependence/independence. Half of the students were made aware of their cognitive style. Participants were taught Hypercard, using a treatment that either matched or mismatched their cognitive style, and were then required to complete their own Hypercard stacks. Empirical results indicated that awareness of cognitive style and matching/mismatching with instruction embedded with support for cognitive style did not make a difference for this sample. (Contains 22 references.) (Author/AEF)