The problem of this study was to develop and fieldtest a microcomputer assisted instruction program to teach simple microcomputer language acquisition. Four instruments were designed and pilot tested for use in the research. The first instrument was a survey designed to determine the complexity of the Applesoft BASIC commands. The second instrument was a survey to determine the frequency with which the Applesoft BASIC commands are used by Intermediate Microcomputer Users. The third instrument was an Exit Interview to determine how the Beginning Microcomputer Users felt about the instructional program and the presentation of the instruction. The fourth instrument, a Criterion Performance Test, was used to determine how well the instruction in the MAI program was transmitted to Beginning Microcomputer Users. The subjects involved in this study included three Expert Microcomputer Users, thirty Intermediate Microcomputer Users, and 24 Beginning Microcomputer Users. The experts were used to identify the Applesoft BASIC commands which are essential to Beginning Users, and to prioritize the commands. The intermediates were used to identify the frequency of use of each of the BASIC commands. Five of the intermediates were also used to test the instructional program for sequencing and appropriateness of instruction. The beginners were used for two separate purposes. Three sets of three subjects each were used to point out weaknesses in the instructional program so that they could be overcome. Fifteen beginners were used to test the final instructional program to determine whether it transmitted the desired information. Four research questions were posed in this study. These questions were answered based upon the findings. Fifteen BASIC commands and special characters were identified as essential to beginners in order for them to use the microcomputer adequately. Nine programmed instruction techniques were identified as suitable for use in microcomputer assisted instruction. One hundred and eighty-eight of the 257 revision suggestions were incorporated into program changes. Upon completion of the formative evaluation process, the instructional program was improved so that all subjects in the field test were able to demonstrate mastery of at least 70 percent of the behaviors which the program taught. / Ed. D.