Designed to help understand the cognitive and social effects of children's classroom experiences with LOGO and computers, this study presents an account of the ways in which two elementary school teachers thought about, grappled with, and practiced LOGO in their classrooms over a 2-year period. The account is organized chronologically, first describing the pilot period when microcomputers were placed in the classrooms and LOGO became part of classroom activities for 2 months before the school year's end; then the experiment's first year, including a recounting of the teacher's expectations, classroom work which shifted focus from LOGO as a learning environment for general problem solving skills to LOGO as a context for learning about programming and computers, and reasons for the shift; and finally, the second year, when teachers developed instructional strategies and revised classroom work to provide a particular type of structure to LOGO learning. Subjects were 25 third and fourth graders (11 boys, 14 girls) and 25 fifth and sixth graders (11 boys, 14 girls) encompassing a variety of ethnic and socioeconomic backgrounds and a range of achievement levels. (MBR)