Several principles for the effective use of computers in education are identified as a result of experiences with Project Solo, an experiment in education patterned on the dual-solo example of flight instruction in allowing the student to eventually exert more influence on his learning than his instructor. First, the essential social character of human learning should be supported; second, the supporting systems must be sound and well-developed; third, the student should be encouraged to learn to control the machine so he can develop theories to utilize data and use this knowledge to improve and individualize his courses; fourth, estimates concerning objectives should be subject to refinement and change; and last, the fun of real computing should be preserved. The application of these principles is best seen through the distinction between dual and solo mode learning. For Project Solo, dual mode learning is a process which is guided by another person's influence, and it includes both teacher-directed and learner-directed computer-assisted instruction. Solo mode learning occurs through an interaction between the learner and a set of subject-determined experiences. For this mode, the student writes programs for the computer, debugs, and executes them for his own use and, later, for the use of others. (SH)