The effects of cognitive and behavioral orienting activities and practice on student learning of cued and uncued information were examined in this study. The subjects were 54 grade 9 students (28 males and 26 females), who were classified as high or low ability based on the verbal intelligence estimate of the Iowa Test of Basic Skills. These students received a computer-based lesson on the voyages and discoveries of spacecrafts, including either a cognitive or behavioral orienting activity, and a 28-item posttest was used to measure recall. Fourteen posttest questions were cued via the orienting activity; the remaining 14 questions were not cued. Half of the cued and non-cued items were practiced using parallel items during the lesson. A significant difference was found between practiced and non-practiced items, cued and non-cued items, and high and low ability students. Significant interactions were found between orienting activity and cuing, orienting activity and practice, and orienting activity by cuing by practice. Practice emerged as the most powerful design component. Directions for further research are identified, and 30 references are listed. Several sample cognitive and behavioral orienting activities are appended. (MES)