Based on the results of informal surveys conducted by each of four Technical Assistance Centers and several surveys and studies addressing the availability and use of computers and microcomputers in education, this paper examines the accessibility of computer technology to disadvantaged students in Chapter 1-assisted instructional programs. A review of the extent of computer use covers the provision of Chapter 1-assisted instruction, computer access, and numbers of computers available in Chapter 1 and other schools having at least one computer, computer use by Chapter 1 students, factors influencing computer availability in Chapter 1 projects, and prospects for future computer access by Chapter 1 students. Discussion of the types of computer-related instruction used in Chapter 1 projects includes differences in computer use between white and non-white low-income schools and organizational arrangements. In an examination of the effectiveness of computer-related Chapter 1 instruction, studies reviewed include an experimental study of computer assisted instruction in mathematics, reading, and language arts for low-achieving students; a case study of Houston's instructional computing program serving disadvantaged students; and case studies of computer technology implementation in three school systems. Approaches for improving computer-related instruction in Chapter 1 projects are suggested, implications for federal responsibilities are examined, and nine references are listed. (LMM)