This paper discusses several interrelated issues that concern four Canadian elementary school teachers who expect to be asked to introduce computer literacy into existing curriculums in the near future. Topics addressed include: (1) how teachers fit computer instruction into their existing practices; (2) status of the subject in their school; (3) principal's attitude toward the educational value of computer awareness activities; (4) ways in which teachers actually use computers (computer awareness, programming, etc.); (5) methods of computer education, including the "teach yourself" method; (6) student reactions to computer instruction, including specific software packages; (7) teacher opinion about the demands of teaching a separate computer subject; and (8) teacher needs, e.g., more time to prepare, adequate hardware, support personnel. Problems of integrating computer experiences into the curriculum are addressed and five questions are presented which illustrate the difficulty of establishing computer literacy courses in the elementary school. Finally, the topics of teacher education and preparedness are discussed, and an agenda for teacher education is proposed. It is suggested that teacher education and curriculum are closely tied, and that how the computer is conceptualized as a subject in the elementary school will have an important bearing on the agenda that is set for teacher education. A list of references is attached. (JB)