A group of 81 primary school teachers enrolled in a Bachelor of Education conversion program in Australia was surveyed in 1985 and a similar group of 55 was surveyed in 1987 to compare the numbers and variety of microcomputers purchased and how teachers used them. This study suggests that, because political changes unexpectedly brought reduced funding for a computer education program, teachers will lack the needed skill development in instructional computer applications to prepare children for employment. Additionally, research shows that a supportive school organizational environment determines the success of microcomputers in classroom learning. Data collected from the two groups of teachers included teaching and inservice educational backgrounds, and classroom microcomputer applications. Teachers reported the extent to which microcomputers were "actually" used and how they "should" be used, and identified barriers they perceived to classroom implementation. Analysis reveals that teachers felt interested and challenged, but had reservations about their abilities. Microcomputer applications were restricted to drill and practice and as minor teaching aids. The number of units in schools increased during both years, which emphasizes the need for furthering teachers' competence. The 1987 sample indicates that fewer inservice opportunities have caused teachers to rely on "experts" in their group to teach others, thereby creating an "elite" that appears to dominate computer availability. Schools should foster positive attitudes toward the technology as an integral part of teaching. Five figures and a table of data are contained in the text; 14 references are appended. (CJH)