A study was made of the effect of various learner and task characteristics on learning from scrambled frames in an instructional program. The independent variables were: sequence (scrambled vs. logical), grade, sequence length, criterion test complexity, sex, IQ, mathematics achievement, and reading comprehension. The dependent variables were: time in acquisition, errors in acquisition, immediate posttest scores, and retention test scores. The objective of the program was to teach how to compute line slopes, and the learning task was empirically shown to be linear. Multi-factor analyses of variance were performed on numerous combinations of variables. Grade level, mathematics achievement, and test complexity did not interact with sequence, but reading, sex, IQ, and sequence length did. Differences were observed in errors and time in acquisition, but not in performance on the criterion tests. The competence tests used are discussed in the appendix. References are given. (Author/MF)