The intent of this investigation was to answer a number of questions in regard to instructional treatments and learner characteristics in a Computer-Managed Instruction (CMI) learning environment. Treatments varied in terms of sequence of tasks and evaluation of instructional materials. Sequencing was either student-selected or computer-assigned while evaluation was conducted by an instructor or by means of a student-computer interaction. Analyses were conducted to identify specific student attitudes, personality characteristics, and background information related to course success. There were no differences among the four instructional treatments on any of the four dependent measures: midterm score, final product score, time to complete the course, and system time. Further analysis indicated that there was a relationship between specific learner characteristics and course success. The students who proved most successful in the course indicated that they liked to be active in the learning situation, admitted to few feelings of anxiety, and expressed positive attitudes toward CMI. A relationship also was found between on-task anxiety state and performance on task quizzes. This investigation is thought to have laid the groundwork for future research in the area of CMI. (Author/MF)