In 1979 the adult basic education department at the Alberta Vocational Centre (AVC), Edmonton, began to use the Control Data PLATO system. Results of the first PLATO project showed students using PLATO learned at least as much as students in regular classes. Students learned faster and reported great satisfaction with PLATO experiences. Staff and administration acceptance ranged from enthusiastic to none. During Project Two staff were to learn how to create their own lessons. Problems included delayed project approval and staff difficulties with the PLATO-based program for teaching the Tutor language, CREATE. An application of PLATO Learning Management (PLM) was designed for AVC's Registered Nursing Assistant program as part of Project Three. One of the program's instructional modules was selected for testing on PLATO using PLM-generated multiple choice test items. PLATO users were remarkably consistent in their positive views about PLATO and in their tendency to view module content favorably. PLATO and PLM showed some AVC instructors and administrators how present instructional practices can be integrated with increasingly independent student learning. Existing staff attitudes that will inhibit or prevent genuine curriculum change were made more apparent. Greater staff commitment was seen as necessary to the success of any plan for change. (YLB)