This paper examines the conceptualization and design of the Pennsylvania Audiographics Distance Education Project's (PADEP) Life Skills and Drug Education Course, and discusses the successes and difficulties of the project based on results from formative evaluation. Educators from Harrisburg, Pennsylvania, developed new courses that could be delivered to youth in correctional schools using teleteaching technologies. It was determined that the instructional design would be based on relevant literature in the field of visual literacy. Concept mapping and generative learning, a visual instructional strategy, were selected for instructional design. The screen design of the slides and layout of the workbook were also created with visual literacy in mind. Evaluation of the program indicated that the lessons were effective, learners adopted the instructional techniques, and appreciated the extra structure and the ability to interact with a computer. Some of the problems included: the software was antiquated, and the correctional school teacher who was working on the development of the course and workbook resigned. (Contains 25 references.) (DGM)