Designed to encourage the use of a defined methodology and careful planning in creating computer-assisted instructional programs, this paper describes the instructional design process, compares computer-assisted instruction (CAI) and programmed instruction (PI), and discusses pragmatic concerns in computer programming. Topics addressed include: instructional goals and objectives; task description and flow charting; similarities and points of tangency between CAI and PI; linear and branching programming techniques; categories of CAI programs (drill and practice, tutorial, simulations, and games); writing a CAI program; authoring tools such as AUTHOR, ApplePILOT and SuperPILOT; and PILOT commands. Two examples of short PILOT programs are provided. It is pointed out that today's increase in microcomputer sales requires educators to recognize the importance of good programming in courseware/software; it is also important for teachers to be able to make use of corresponding developments in the instructional application of microcomputers in the classroom and in the utilization of authoring tools and simple methods of programming. A list of references is provided as well as appendices containing sample computer programs for a math drill and practice problem, a tutorial, and a program involving low-resolution graphics. (JB)