The question of learning from materials presented during sleep has been answered positively by Soviet studies and negatively by Western studies. However, procedural differences among studies have been confounded with the absence of an established criterion for sleep. The present paper reviews 11 studies in sleep learning for the potential practical value of sleep-assisted instruction (SAI). A strategy of optimizing compatibility between learning and sleep variables to support SAI is proposed within the context of both wake and sleep research on attention, perception, and memory. Age, sex, health, wake learning capacity, and suggestibility are important moderating variables in SAI. The individual's motivation and set, meaningful-relevant learning material, activation of low-voltage EEG sleep patterns and coordinated wake learning with extended training are tentatively deduced as necessary conditions in applied SAI. (111/2 p ref)