A seventh-grade class took tests in block design problems to determine the importance of three techniques of programed instruction. The techniques under consideration were sequencing, cueing, and individual response. The research design looked at the performance of three ability levels (high, medium, and low) divided by sex over five program treatments (control, program, group paced, cues removed, and sequence mixed). Results showed that the high ability group performed equally well regardless of program techniques. Sequencing was significant for the middle and low ability levels, and cueing was significant for the low ability level. It was concluded that given a seventh-grade learning task, high ability level seventh graders have little need for program-like sequencing, cueing, and individual response. But at the lower ability levels, there is a strong need for the full employment of such techniques. The greatest need is for sequencing, and the second greatest is for cueing or more detailed guidance. (JK)