This review of the literature on five learner control variables in computer-based instruction concludes that: (1) pacing left to learner control has been found ineffective because learners tend to procrastinate or to exit lessons prematurely; (2) sequence, or content flow, has been an ineffective variable left under learner control since appropriate sequencing of the lesson requires prior knowledge of content; (3) number of examples and level of difficulty are also inappropriate decisions for the learner to make because students frequently lack metacognitive skills to make such strategic decisions; and (4) advisement strategies have attempted successfully a diagnostic/prescriptive approach to control of content variables. Noting that current research has focused on contextual variables under control of the learner, and that variables such as text density level and background theme have allowed for learner control of stylistic qualities without sacrificing instructional support, it is concluded that future research should focus on the continuum of contextual variables with their accompanying affective benefits rather than on content variables with their inherent disadvantages and implicit "all or none" philosophy. (31 references) (GL)