This study of the role which learner control plays in the success of interactive courseware (ICW) was designed to determine whether providing students with an option to review content in ICW--when attempting to answer embedded questions--improves their achievement on a posttest without adversely affecting the amount of time it takes to complete the instruction. The subjects were 58 Army ROTC cadets and 12 students from the undergraduate teacher program at the University of Kansas, who were randomly assigned to groups. The groups were then randomly assigned to treatments. The independent variable was analyzed for effect in relation to five dependent variables: (1) achievement in relation to fact questions, procedure questions, problem solving questions, and total score; (2) instructional time; (3) attention time; (4) review time; and (5) acquisition rate. The independent variable was learner control of a Content Review Option (CRO). An eight-lesson course on military map reading was converted into two versions of computer assisted instruction (CAI). In version 1, subjects had access to a summarized review of a lesson's content after the lesson had been completed but before encountering the embedded questions. In version 2, subjects had access to the review at the end of a lesson, when a question was presented, and after receiving feedback to a question response. The recall posttest was a 21-item multiple choice test. Subjects were also asked to respond to seven questions after taking the posttest. Analyses of the data indicated that providing a content review option did not produce a significant difference between the groups on any of the variables. A discussion of the results and seven recommendations conclude this paper. (48 references) (BBM)