This study explores the use of cues and their possible interaction with learner ability in concept formation under inductive instructional methods. Ninth- and tenth-grade biology students (N=61) were administered a verbal aptitude test, then randomly assigned to one of two inductively presented slide-tape sequences on monocots and dicots. In the cueing treatment, slides were presented containing written cues and feedback statements; the second treatment consisted only of slides with feedback statements. Multiple regression analysis was used to test for main effects and aptitude treatment interactions. Findings of this study include the implication that differential assignment to alternative treatments is appropriate for maximizing learning outcomes, particularly for low ability learners. (CS)