The paper reports on a study of Braille learning in which subjects (N=96) were provided with information about the structure of the Braille alphabet and expressly instructed to use that information during learning. A previous experiment had found that merely providing subjects with information about Braille alphabet structure had no effect on learning. Results of this experiment replicated the previous findings in that subjects in both informed and uninformed groups who reported using the information about structure performed no better than those who did not report using such information. There were some effects on learning of order of item presentation and arrangement of items. (DB)