A multivariate correlational study examined interrelationships among personal and contextual variables and early childhood administrators' willingness to implement computer technology. A total of 80 administrators of programs in the state of Illinois with a licensed capacity of 80 or more participated in the study. Dependent variables included level of administrator innovativeness with respect to managerial and classroom instructional uses of the computer. In addition to gender and age, independent variables included self-efficacy expectations, attitudes about computer technology, self-perception of innovativeness, experience with and knowledge about computers, previous experience with educational innovations, outside support and encouragement, professional orientation, and background in math and science. Data were gathered through questionnaires, follow-up telephone conversations and personal interviews. The data support a general stage theory conceptualization of innovativeness. For this sample, the stage sequence was further differentiated by a series of steps that characterized the degree of willingness individuals displayed regarding the adoption of microcomputers. Individuals varying in innovativeness with respect to microcomputers differed significantly in their self-efficacy and psychological attitudes about computers, as well as in their previous experience with and knowledge about the technology. Significant statistical associations were found between most independent variables and level of innovativeness in instructional and administrative uses of computers. Implications of the findings for teacher education are discussed. (RH)