When we evaluated variables that influence the effectiveness of the high-probability (high-p) instruction sequence, the sequence was associated with a precipitous decrease in compliance with high-"p" instructions for 1 participant, thereby precluding continued use of the sequence. We investigated the reasons for this decrease. Stimuli associated with the low-"p" instruction were systematically added and removed in the context of the high-"p" instructions, and results suggest that the stimuli associated with the low-"p" instruction influenced compliance with the high-"p" instructions. (Contains 1 figure.)