The monograph reports the problem, design, and findings of graduate student research directly related to adult basic education teacher training. The objectives of this experiment were to assess: (1) the degree of relationship among reinforcement, learning, and self-concept for adults using computer assisted instruction (CAI); (2) changes in learner performance with changes in reinforcement schedule; and (3) the contribution of self-concept to changes in learner performance when reinforcement schedule is varied. It was concluded that the sample of adults exhibited self-concepts which were significantly lower than had been predicted. Data indicated significant differences between correlations of self-concept, treatments, and all four learner performances: (1) achievement, (2) trials, (3) time, and (4) errors. An examination of overall CAI performance indicated that those learners with the least enabling ability required more trials but made more actual gains without regard to self-concept scores on treatment effects. Having investigated a number of variables aiding in the design of CAI materials and programs, problems for further research are suggested. A 30-page bibliography and appendix concludes the document. (Author/MW)