Instructional designers who are asked to convert existing training materials into computer-based training (CBT) must take special precautions to avoid making the product into a sophisticated page turner. Although conversion may save considerable time on subject research and analysis, courses to be delivered through microcomputers may require additional planning because of hardware and disk space limitations. Problem areas that must be addressed when converting materials for CBT include: (1) continuity of instructional flow, which can be accomplished through a variety of screen techniques; (2) interaction, which will require the creation of additional questions and feedback for varying responses; (3) screen design, which may involve the redesign of printed materials to take advantage of such computer features as color and animation; (4) use of graphics, which can be expensive to develop and take up considerable disk space; (5) hardware limitations which may interfere with design; (6) software limitations that may be imposed by the authoring tools used; (7) learner's limitations, which may involve the adoption of special features to reduce computer-phobia and learner fatigue; and (8) documentation and packaging, including objectives, prerequisites, instructions for use, and the organization of materials on floppy disks. However, each type of material conversion has its own set of problems and solutions, and it may be more practical to start a new design from square one rather than redesign some materials. (DJR)