The computer language LOGO, with its emphasis on expediting and facilitating user control and user definition, appears well suited as both a means and a site for investigation of learner autonomy within a classroom curriculum context. Indeed, LOGO in particular, and educational computing in general, appear to offer a unique opportunity for the improvement of education through resolving some of the contradictions between learning psychology and the social constraints of formal instruction. The problems of interfacing notions of instruction with a psychology that stresses the learners active construction of his or her own knowledge are immense. Indeed it is arguable that this is the central issue in education. Certainly it is this issue which this project attempts to address in both theory and practice.