Interpreting information regarding health risks, crime statistics, and government polls requires some ability to use and interpret probabilities. Studies have shown that even after training or coursework in probability and statistics, people still have many difficulties solving probability problems. The thesis of this document is that helping students develop more efficient schema for solving probability problems will improve their performance on such problems, subsequently leading to a stronger and more lasting ability to use and interpret probabilistic information normatively. A proposed seven-step instructional model provides a description of steps involved and knowledge required for successful solution of many different types of probability problems. A computerized tutoring system which incorporates the model, investigates its success as an instructional aid in teaching and learning elementary probability concepts and procedures. A formative evaluation of the system was undertaken, but is not reported in this document. The development of the system, a description of the evaluation process, and future goals are reported. Additional information includes a table of type and frequency of observed errors in probability problem solving (n=50); a copy of the form used in evaluation, and a visual example of the computer program. (JBJ)