The University of Minnesota offered an experimental course to teach people to develop performance-based instruction courses and programs for education and industry. Computer-based teacher education was provided through distance delivery independent study with tutoring. The course was designed using the performance-based instructional design procedures being taught. Data were collected from 17 of the 21 people who started the course. Forty-seven percent indicated that their attitudes toward computer-assisted instruction (CAI) changed for the better; 76 percent had very good or good opinions about CAI; 82 percent said that the CAI format of the course would help them as instructors; and 93 percent of those who responded to the question about expectations about the course indicated that expectations were met. Some unique planning and delivery problems were posed for teacher educators by delivery of teacher education courses through distance delivery CAI; these problems concerned course structure, course orientation, teaching time, and learner time. Advantages to the delivery method were self-pacing, taking of courses at remote locations, savings for teacher education institutions, savings of time and money for students, and higher probability of mastery of course content and higher quality of products. Primary disadvantages were lack of immediate feedback, time to operate a computer, and no textbook for reference. (YLB)