The purpose of this study was to investigate how AC Project (a national service project funded by the U.S. government) members interacted with and perceived a CD-ROM-based instructional program on interactive writing integrated into their training context as a supplementary tool. The theory of constructivism was examined to frame the theoretical foundation of this study. A qualitative case study approach was employed and data were collected through video/audio tapes, questionnaires, follow-up interviews, and field notes. Six female AC members of diverse backgrounds were recruited on a voluntary basis. Major findings reveal that: participants felt they situated themselves in an authentic learning environment that engaged them in a meaningful learning situation; and the CD-ROM was perceived to be a very interesting, appropriate, useful, helpful, and good supplementary medium to adapt to heterogeneous learners' learning styles, needs, situations, expectations, and previous computer experiences. Discussions of findings concerning learning from constructivist viewpoints and human-machine interactions are presented. Contains 20 references. (Author/DLS)