Issues related to design and implementation of Computer Assisted Learning (CAL) programs on the university level are discussed. First, three points are noted that affect the way materials are conceived: the type of user and the way of giving choices regarding exercises, the fact that the computer is primarily a medium adapted to the written word, and the adaptability of the equipment to be used. Secondly, vital ingredients in the design of a CAL lesson are presented: the questions to be answered, the format that is most adaptable to the point in question, the desirability of contextualization, user-aid features to be included, and provision for error analysis and feedback. A third section deals with examples of CAL materials created at the University of Western Ontario. These range from a translation-based drill and practice review of vocabulary to a contextualized drill. Both of these were designed for teletype terminals. A second example of CAL lessons is one on numbers and dates that was designed for use with color microcomputers. The final section of the paper deals with the place such a system should be given in the curriculum, that is, whether it should be responsible for instruction in certain aspects of the course or whether it should have a solely adjunctive role. Finally, human factors such as faculty attitudes and the part they play are discussed. (AMH)