This study is about the impact on students and their families when students used computers in a "summer camp" setting and when computers were introduced into the homes of students who normally could not afford to buy them. The computer camp project involved minority group students 8 to 10 years of age, in 2-hour sessions, 5 days a week for 6 weeks. Parents of students given microcomputers for home use also participated in a computer-training program. Naturalistic research techniques formed the core of the data collection, and findings of the naturalistic evaluation are discussed in terms of the following themes: base-line descriptions of child and parent characteristics, parent and student expectations, and final participants' impressions of the PAL/Consortium Computer Center Summer Computer Camp Equity Project. Supported by the private sector, community and national organizations, and the school system, the program proved effective in most ways. However, dividing the students into those with or without computers in the home was counterproductive. First, students without home computers had a larger drop-out rate and poorer attendance than students with computers at home. Second the "pure" two-group evaluation paradigm was not necessary. (RH)