The purpose of this study was to examine the effects of behavioral and cognitive organizing strategies and varied processing intervals on factual and inferential learning. A total of 49 upper-division undergraduate and graduate students, who were randomly assigned to either a cognitive, behavioral, or individual orienting strategy group, received computer-assisted instruction (CAI) with either 10 or 30 seconds of access time to branch to lesson segments. Presented at identical locations throughout the lesson, orienting strategies addressed criterion information either explicitly or in more general abstract terms. Upon completion of the lesson, students were administered a posttest measuring both factual and inferential learning. Results indicate that the explicitness of the orienting strategy did not affect the learning of either facts or inferences differentially; however, a marginal effect was found for access time, with students performing better with 30 seconds. The results suggest that differences in orienting strategies may not be as important as sufficient time for strategy utilization. A list of references, two data tables, and two figures are included. (Author/JB)