This 3-month investigation of changes in teaching and learning behaviors as microcomputers and computer literacy are integrated into the curriculum involved nine primary teachers (Mahopac Central School District, New York) in grades 1 to 3, who had received training in the use of microcomputers and in Logo. Each teacher implemented the same computer literacy program, but the number of microcomputers per classroom varied from one to four for each grade level. Data were collected by administrators and the Director of Computer Education, who observed teachers and students and recorded 15 agreed-upon classroom behaviors in standard written format. Selected preliminary findings indicate the following: some students preferred directed learning experiences with the computer while others preferred to experiment on their own; students mastered the Logo programming objectives faster than expected; students preferred to be helped by other students rather than by teachers; students in grades 2 and 3 preferred to work with the computer independently rather than in pairs; computer work in grade 3 increased student on-task behavior; hyperactive students engaged themselves attentively with the computer; and the use of synthesized speech in reading CAI software appears to aid word recognition among slower students in the first grade. Although one computer in a classroom was found to be insufficient for class needs, none of the student behaviors observed was found to be related to a specific number of microcomputers in the classroom. Twelve references are provided. (DJR)