This study presents composite profiles of teachers who were interviewed in order to assess how they are being affected by the challenges and opportunities presented by computer technology use. In-depth interviews were held with 76 teachers from 10 sites around the country, and the interview data were analyzed to identify themes and to construct seven composite profiles of teachers who articulated those themes. The profiles present the following points of view: deciding not to use computers; looking forward to teaching with technology; using computers in an elementary classroom; using computers in special education; teaching computer science and computer literacy; integrating computers into the secondary mathematics curriculum; and training teachers at the district level. The findings drawn from all the interviews address: (1) influences on teachers' decisions about teaching with technology, their beliefs, external mandates and opportunities, and access to resources and support; (2) effects of computers on teaching style, classroom management, and teachers' roles; and (3) resources and support teachers want, hardware and software, effective training and ongoing assistance, visions of teaching with technology, layers of administrative and technical support, and greater influence on educational technology policies, applications, and use. It is noted that these findings suggest that policy efforts focus on the computer as an instructional tool, and that an integrated system of resources is necessary to support such use. A copy of the telephone interview survey instrument is appended. (76 references) (EW)