The study examines the use of LOGO, a computer language, with 19 learning disabled (LD) and 19 non-LD students in grades 4-6. Ss were randomly assigned to one of two instructional groups: sequential or whole-task, each with 10 LD and 10 non-LD students. The sequential method features a carefully ordered plan for teaching LOGO commands; the whole-task method is an approach presenting task-specific questions within the context of social interaction. Analysis of scores on teacher rating scales, observations of learning strategies and of social interactions revealed a higher average mastery score for the non-LD than the LD Ss. LD Ss appeared to benefit more from a whole task approach whereas the non-LD Ss earned higher scores when they received sequential instruction. Possible explanations for the findings, which conflict with current instructional practices for both LD and non-LD children, are offered. (CL)