This study of the application of cognitive style theory to the development of computer-based instruction explored two questions, i.e., whether computer-based courseware can be designed to address specific learner characteristics, and, if so, which characteristics. Several factors involved in the optimization of instruction are described: learner adaptation, mastery learning, structure of knowledge, and individual differences. These factors are then considered in relation to the development of cognitive style constructs. The components of field dependence/independence (FD/I) cognitive style are then identified and their use in instructional design is briefly described. A matrix is developed to detail the bipolar nature of the FD/I concept, and learner characteristics and corresponding instructional strategies are detailed for both the field dependent and field independent branches of the design matrix. The text is supplemented by 3 figures and 15 references. (EW)