This paper provides strategies and insights that should be weighed and perhaps included in any proposal for integrating computers into a comprehensive school curriculum. The strategies include six basic stages: Initiation, Needs Assessment, Master Plan, Logistic-Specifics, Implementation, and Evaluation. The New Brunswick (New Jersey) Public Schools District serves as a model which provides examples in describing each stage. Initiation begins by recognizing a need which can start at any level of the educational structure through direct or indirect sources. The Needs Assessment considers curriculum, personnel, training possibilities, hardware/software, computer usage for various departments, support and cooperation of individual department leaders and staff, and awareness of what is available and what other school systems are using. This stage should result in the development of a rationale for a very general proposal based on an assessment of board/community support and monetary status; a committee that represents different levels of the educational community will better be able to provide input and support for the proposal. The Master-Plan involves the committee's evaluation of the rationale and assessment as a basis for more detailed planning and should establish the philosophy, policies, and who is in charge, as well as dividing the stage into smaller units. Logistics-Specifics addresses the components of training needs, curriculum development, hardware/software needs, evaluation, facilities, funding, and scheduling in more detail. Implementation involves the essential ingredients of coordination, supervision, and formative evaluation. Evaluation occurs continually once the plan has been implemented, using such tools as questionnaires, observations, interviews, documentation review, and tests. (DJR)