This report describes a computer-based instructional system, the Story Problem Solver (SPS). SPS provides students with instruction about the semantic structure of story problems. It was developed to test a specific schema theory of knowledge organization in long-term memory. For this reason SPS depends explicitly upon a theory of the relationship between the form of instruction and the memory structures that develop as a result. The schema theory underlying SPS, the design of SPS with respect to the theory, and the system's operational features are described. The report concludes with a short description of ongoing extensions to the basic instructional program. An appendix summarizes one experimental study of the effects of sequential versus all-at-once presentation for evaluating specific design features of SPS. (Author/YP)