This evaluative report describes a demonstration project undertaken by the Center for Research on Equitable Access to Technology in Education (CREATE) at the Far West Laboratory for Educational Research and Development; the project involved the design and implementation of computer literacy training of minority high school students in San Francisco using peer training. Three phases of the project are discussed: (1) an initial class in BASIC for 12 high school students of varied ethnic backgrounds; (2) a class in which 10 Central American Hispanic students were trained and another in which 11 Samoan students were trained; and (3) implementation of tutoring at a San Francisco high school. An examination of issues related to equitable access to computers in education looks at the extent and type of existing inequities, sex and language inequities, and the effectiveness of computer education for disadvantaged students. Data sources, equipment, procedures, and results of the study are described. Preliminary specifications are offered for a model of peer training in computer literacy, including instructional effectiveness for target students, implementation, school staff involvement and commitment, trainer qualifications, recruiting trainees, scheduling, course length, language problems, and cooperative learning structures. Fifty-one references and six tables are included. (LMM)