The literature indicates that Field Independent (FI) learners are more likely than Field Dependent (FD) learners to succeed at distance education. The question can be raised: How can distance education serve people in the developing world--most of whom are probably FD? It is the author's opinion that in order for FD learners to succeed at distance education programs, external controls and more structure is required. The use of study centers, mentors, and other facilitative interventions are needed to provide structure, assistance, deadlines, and goals in order for the FD learner to succeed. In 1988, 73.3% of the International Correspondence Institute's (ICI) graduates worldwide were Africans (who are classically FD). It is the author's hypothesis that the reason for this success is that the majority of African students studied ICI courses in study centers. Distance education, can serve both cognitive styles as long as program planners allow for flexibility and adaptability to accommodate both groups of learners. (Author)