Papert (1980) contended that the value of the Logo computer program lies in its ability to allow children to take control of their own learning processes and to acquire skills and concepts independently of a stifling curriculum generated by adults. It is argued here that Papert's ideas are preserved when teachers' modelling of cognitive strategies helps mediate children's internalization of abstract concepts and provides them with the knowledge of strategies necessary for independently thinking through Logo problem solving tasks. This paper examines how the recorded discourse structure of some Logo lessons illustrates a teacher's use of mediated strategies to facilitate the shift in children's development from regulation by others to self-regulation of cognitive processes. A discourse analysis of Logo lessons given to two pairs of 5-year-old children revealed that elicitations of both teacher and child decreased over time as the children gained greater mastery; teacher directives decreased as peer collaboration increased; responses of children to metacognitive prompts remained stable; and children's talk became increasingly task-oriented. It is concluded that for children to learn Logo successfully, careful structuring of the teaching process may be required. (Author/RH)