To explore the problem of designing an automated system for instruction in programing, and to study the problem-solving behavior of students, computer programs written by 40 college students as part of a CAI course in Algebraic Interpretive Dialogue were analyzed. The self-contained course consisted of 50 tutorial lessons; the analysis covers programs written as solutions to 25 programing problems, including 747 problems containing 7,063 commands. The distribution of data over problems and over students is discussed, along with problem difficulty and diversity of student solutions. (Author/SK)