The reported research was designed to investigate the impact of learner control on performance and anxiety in a computer assisted instruction task. This, the third phase of a project, substituted pictorial mediators for mnemonic devices as the facilitating variable in an instruction program on edible plants. Four experimental groups were formed with the facilitating variable crossed with information on the utilization of learner control. Responses to a state anxiety measure, learner control requests for pictures, and errors committed on segment and final tests were the dependent variables. Measures of individual differences were taken in the areas of task specific memory, locus of control, and achievement via independence. The affect of pictorial mediation was statistically effective, yet learner control, which depended on the facilitating variable, was not statistically different. The achievement via independence measure was able to predict individual differences in learner control behavior. It is concluded that the utility of learner control depends on the instructional situation. (Author/WH)