A computer-assisted instructional system to teach college students the computer language, AID (Algebraic Interpretive Dialogue), two control programs, and data collected by the two control programs are described. It was found that although first response errors were often those of AID syntax, such errors were easily corrected. Secondly, while students easily learned the mechanics of the instructional system, they rarely used features that allowed student control. Thirdly, algebraic formulations of problems appeared to be more difficult than transforming algebraic expressions into AID commands. Finally, the students had the greatest difficulty understanding hierarchy of arithmetic operations, use of functions, and the execution sequence of AID commands. (Author/RH)