A project was conducted to see if computer-assisted instruction could be used successfully with the low-level, non-reading adult. The experimental classroom group consisted of mentally handicapped and other educationally handicapped adults in adult basic education (ABE) programs. (Long-range implementation is aimed at ABE students who have a combination of handicaps ranging from mental retardation, severe learning disabilities, or schizophrenia to hearing impairments, cerebral palsy, or degenerative muscle diseases.) Both mathematics and language skills were selected for inclusion in the curriculum. Students used computer-assisted instruction Tuesdays and Thursdays for about 45 minutes. An hour and a half of traditional classroom instruction with a teacher preceded computer time. All students made significant progress in word recognition and showed a gain in math progress. All materials were evaluated and results distributed to adult basic education teachers. No discernable differences in mastering comprehension skills via computer or classroom learning were found. The computer-classroom mix did seem to account for greater gains in learning than some students had experienced previously. Project forms and a summary of results are appended. (YLB)