To help investigators become more aware of hidden limitations in their work, some important supportive systems to the application of interactive computing in education are described. Support systems are grouped under the headings of technical support, pedagogical and logistical support, and administrative support and are further illustrated by examples under each heading: Technical support includes system-level software, language-level software, and research and development; pedagogical and logistical support is divided into curriculum material support, scheduling, and critical size; and administrative support covers teacher training, public relations, and economics. Within each example, three levels of complexity are given to alert educators to the fact that they are dealing with a variety of constraints and to recommend that they take this into account in their planning and ultimate evaluation. The author draws on his experience with Project Solo, a program concerned with the use of interactive computing within conventional Secondary Schools, to point out that systems of inadequate complexity can interact on a total effort in a negative, but often hidden manner. (SH)