Over the past 2 decades the usefulness of the computer in science and education has been demonstrated by the rapid growth of applications. Striking advances have been made in data analysis and research through its use; however, in the direct application of computers to the instructional process, obstacles still exist between promise and fulfillment. This study seeks to identify those obstacles that have hindered the development and acceptance of computer use in instruction, and to suggest means for overcoming them. The Delphi Technique was used to obtain and analyze the judgment of educational practitioners, theoreticians, hardware and software specialists, and evaluators on (a) major impediments to wider use of computers in instruction, and (b) actions that might increase acceptance and use of computer-based instructional materials. (Author)