This digest discusses two specific computer-aided instruction systems used in two-year colleges in the United States and Canada, and addresses critical points regarding system implementation in remedial education programs. As developed in the Nova Scotia Community College System in Canada, the INVEST computer system provides literacy-based instruction, adult basic education, and General Education Development (GED) Exam preparation. Pre-tests and post-tests determine the students' level of study. The INVEST system resulted in students having a greater increase in their mathematics achievement than those who underwent traditional teaching, but the increase in reading skills was not significant between the two groups. Project SYNERGY, instituted at Miami-Dade Community College (Florida), integrates a Windows-driven access module for the student with a command module for the instructor. This allows for a variety of activities that facilitate student-teacher interaction. General observations on computer-assisted remedial instruction are that the role of the instructor easily may be changed to that of the facilitator, and that collaborative learning is critical. The digest also describes certain student, faculty, and institutional traits that facilitate the success of computer-assisted remedial programs. (YKH)