Computer-assisted instruction began about 25 years ago and offers advantages to both learner and instructor. The learner works interactively at an individualized pace and receives immediate feedback. Computer-assisted instruction for physical tasks avoids physical risks to the student, gives students a sense of control, and gives the teacher time to provide one-to-one help to students. Research indicates that students require less time to master certain blocks of instruction when using computer-assisted instruction. The three types of computer-assisted instructional programs are tutorial programs, drill and practice programs, and simulation. Several issues related to this form of instruction in criminal justice education remain unresolved: what subject matter to include, whether courses should be developed for mainframe or microcomputers, and whether computer-assisted instruction should have a central or supplementary role. Computer-assisted instruction using simulations is ideally suited to employee training. It consistently provides quality instruction and can help meet agencies' obligations to meet standards regarding employment training. It also permits flexible scheduling by trainees. For juvenile offenders in correctional institutions, computer-assisted instruction provides a self-motivating and easily managed method for meeting individual student needs.