This study investigated the advantages and disadvantages of different forms of drills as used in computer assisted instruction (CAI) lessons in phonetic transcription. Subjects (N=44) were students in a course in general phonetics at the University of Illinois. Measurements of student learning, student attitude, and time required for completion were considered for drills constructed with and without specific rehearsal of items initially missed. Time spent by students in exploratory and quiz sections of the lessons was also recorded. Results affirm that programming lessons to train the students by providing extra practice on their problem areas is educationally sound, and indicate that the extra time involved in the lesson design is worthwhile in terms of student learning and attitude. (Author/VT)