The theoretical basis of programmed instruction and the sequential skill development approach used at University of Louisville's University College are described, and results of student testing to determine the effectiveness of programmed instruction in the school's remedial program are examined. Nine areas of basic competencies needed for college that relate to cognitive, affective, mechanical, and psychophysical skills are identified. The remedial courses are programmed in small steps, and individualized instruction is used to promote sequential skill development. Nine hierarchies of competence in higher order cognitive processes that have been proposed by investigators are presented, and theoretical issues are analyzed. The Watson-Glaser Critical Thinking Appraisal was administered to students enrolled in remedial courses and students enrolled in a general education course (social sciences and humanities) to determine the effects of programmed instruction provided in the remedial program. The general education course did not provide the incremental drills characteristic of programmed learning. Students in both groups had similar characteristics. Pretesting and posttesting with the Watson-Glaser test indicated that students enrolled in the listening and comprehension and the critical thinking remedial courses increased their mean scores more significantly than did other students. This finding is atrributed to the instructional formats of these courses. References are included. (SW)