This paper details a computer managed program of instruction called Teaching Information Processing System (TIPS) as adapted to an introductory psychology course. TIPS encourages the instructor to formulate objectives for meaningful units of a course--objectives which should imply what changes in student behavior indicate mastery. Then multiple choice questions are written to assess student course mastery. The TIPS program uses each student's performance to generate a uniquely catered prescription detailing where performance is above, at, or below standard and what actions the student is advised to take. Early work developing the program is reviewed as well as student ratings of TIPS, comparison of TIPS and non-TIPS classes, selected samples of TIPS objectives, and quiz questions. Evidence is presented indicating that TIPS seems neither to help nor hinder the "below-C" students, but those less well off students are more satisfied with their education in a TIPS course. They drop the course with more precise reasons related to course content, and show a greater likelihood of re-enrolling in the course in a subsequent semester than students who withdraw from a non-TIPS section. (Author/RAA)