The paper focuses on questions related to the use of microcomputer software in the social studies classroom. The most commonly used microcomputer instructional techniques are presented, including drill and practice, tutorial, inquiry learning, educational games, real world simulations, models, use of graphics, and creative writing. The paper addresses major advantages of microcomputer instruction in implementing particular instructional strategies (such as the use of totally objective and immediate feedback) and accommodating a wide variety of learning styles. The limited research concerning computer assisted instruction, the limited availability of social studies software, and possible reasons for the reluctance of software producers to invest in high quality, educationally sound software for the school market are discussed. Instruments available for assessing the soundness of microcomputer programs and additional sources of evaluative information are included. A brief discussion of major issues concerned with incorporating software in the classroom is followed by a 7-item annotated bibliography of resources in the ERIC system on microcomputers for the social studies. (LH)