To clarify computer literacy needs in teacher education, this study focused on the determination of computer literacy course offerings in higher education institutions, the perceived skills a computer literate teacher should possess, and discrepancies between teacher perceptions and computer literacy course offerings. Results were used to develop a model plan for teacher education in computer literacy. Information was solicited from 177 computer-using teachers and 12 National Council for the Accreditation of Teacher Education Institutions (NCATE) in Colorado, Montana, and Wyoming. Eight institutions returned computer literacy course materials and other information for content analysis, and 135 teachers (76.8%) returned 4-part questionnaires covering demographics, elements or skills of computer literacy (as developed for the 1978 Baum study), general topics in educational computer use, and additional information regarding computer literacy instruction. Results showed significant differences in the content of courses presently offered for computer literacy and the perceived need of inservice teachers for course content. This report includes the three-page model course plan for institutions, which outlines the components necessary to meet the computer literacy needs of inservice and preservice teachers. (LMM)