Most computer training has made little distinction between the training of teachers and computer professionals, and few of the professional training courses discuss the fundamental elements of curriculum revision in connection with computing literacy and implementation. The implementation of computing via the microcomputer at the United Nations International (Elementary) School was studied as a change process over a 5-year period. Several aspects of the change literature thought to be advantageous in implementing change were used in the program design, implementation and evaluation. Attendance was voluntary; the instructor was a fellow teacher; instruction was conducted over an entire academic year; and formative evaluation was used to secure continuous feedback. Evaluation data provided insights into participant reactions and attitudes. The goals of this program, which were to demonstrate an increase in faculty awareness of possible computer classroom interactions and to extend this usage to demonstrated exploratory and experimental usage were successfully accomplished. A major long-term goal of inducing changes in the elementary curriculum and classroom routine has been partially accomplished, and future plans include the introduction of LOGO into the upper elementary curriculum. Both teachers and students perceived learning via the system to be as effective as in traditional instruction. This report lists 15 references. (Author/LMM)