This report considers the progress of the introduction of computer-aided learning (CAL) into the curriculum, with particular emphasis on the situation in the Netherlands. It is argued that the major obstacle to further integration of computers into the curriculum is the rigidity of existing organizational and class structures, and it is suggested that further integration should be concentrated in those subject areas that have been known to be problem areas, such as mathematics or the mother tongue. In those areas, however, greater flexibility in the curriculum will be necessary in order to give CAL the chance to prove its usefulness. The effectiveness and the cost effectiveness of CAL are considered, and it is suggested that it is both CAL as a medium and the surrounding organizational aspects that are responsible for the positive results. A four-phase model for the research, development, and implementation of educational software programs is presented, and the way this approach will be used in the Dutch situation is described. The text is supplemented by two tables, three figures, and a list of nine questions for discussion. (38 references) (EW)