Microcomputers are already in a majority of American schools, but little is known about their integration into the school curriculum. This study examines the features of an elementary school--Skyline School in the South San Francisco Unified School District (California)--that have contributed to the successful integration of computers in its curriculum. Because implementation of computers must be seen both as an educational innovation and as a distinct educational technology, their successful integration in the curriculum requires unique site, district, and regional supports. Other features conducive to the success of the program have been a favorable school climate, ongoing teacher training, and active promotion by the principal. The analysis concludes with district and regional policy implications of this example, including issues such as hardware and software acquisition and adequacy, articulation of the curriculum, and provision of training, maintenance, and ongoing help. An appendix provides a methodological note on the case study. References are included. (Author/TE)