This paper reports the findings of a two-year computer literacy inservice project for high school teachers in various departments. A description is given of strategies used in designing and developing an inservice education program within a particular social system that had its own norms and expectations about learning technology. Theorizing that fear of change and failure are frequently factors in computer education, the program developers were guided in planning by considerations of the teachers' environment as well as the personal dimensions being experienced by individual teachers, including cognitive, behavioral, and affective dimensions. The Stages of Concern Questionnaire was used to collect data on teacher concerns over the two-year period. This instrument was used to assess teacher needs before and after the inservice project. An adapted version of the Levels of Use focused interview helped to identify what users and non-users were doing with microcomputers. Complementing these instruments, numerous conferences with school administrators assured a supportive environment for the learners. This included released time, use of consultants, available equipment and software, and intensive "hands-on" intervention. A description is given of how the learning project was organized, and the progress of the learners is depicted graphically. Conclusions and recommendations are offered. (JD)