This study was designed to determine whether children's attitudes and interests with regard to computers and computer science vary by sex, residence status (whether students lived in town or in the country), grade level, and computer usage levels. Subjects were 277 students in grades 4, 9, and 11 in the Watertown, South Dakota, public schools. An attitude inventory was developed and used to measure attitudes toward each of five subscale areas: (1) computer learning-related activities; (2) teacher interpersonal relationships in regard to the computer; (3) aspects of teacher instructional behavior in regard to the computer; (4) the computer, from a personal viewpoint; and (5) the social structure and climate of one's school in regard to computer utilization. A composite score was also computed for each subject. Analysis of variance and F-tests were used to compare mean scores of students in the five areas and the composite score. The study found no significant differences between sexes by any of the grade levels. Attitude scores lowered significantly, however, as grade levels rose. Significant differences were also noted in attitude and interest by usage level and in high school girls who believed that they were being catered to more by teacher contacts and interpersonal relationships. Seventeen references and the computer attitude inventory are included. (LMM)