This paper summarizes research in modern cognitive theory that relates to the role of computer drill and practice programs in learning and describes a prototype program that exemplifies recommended characteristics. Focus is on four major issues that are relevant to the design and optimization of computer drills: interference, spaced practice, spaced review, and capacity of short term memory. Implications for the design of computer drills are suggested, including the need to: (1) present similar items in close proximity to each other; (2) emphasize differences between similar items; (3) provide a mechanism to keep track of the items that a particular learner was working on during the last session; (4) provide a mechanism for reviewing items previously learned, based on the amount of time since the learner last responded to each item; (5) utilize increasing ratio-review; (6) present only a few items of information to the learner at once; and (7) combine meaningful stimuli into a single stimulus as chunking occurs. Some areas for future research are suggested, and 32 references are listed. (LMM)