At present, computer-assisted instruction (CAI) is perceived as an educational breakthrough, promising a radically new kind of learning. When the goals of CAI are considered, however, it becomes clear that this view is wrong and counterproductive. If computers are to help provide efficient, effective, individualized instruction, they must be integrated within the general structure of education and applied as means to accomplish the learning ends dictated by that general structure. Such an integration of computers into the established educational enterprise would result in certain changes in the nature of computer development and computer developers. (Author)