This report explores teacher computer education through a comparison of two investigations of computer confidence in teachers: (1) taped interviews with preservice teachers and observations of their attitudes and teaching behaviors as they presented classroom and computer activities as student teachers; and (2) an overview of the development of a successful computer education program in a large urban school district, which reinforced the findings of the first study with practical applications at the teacher inservice level. The preservice teachers were also tested with several cognitive and learning style instruments to increase their understanding of their teaching/learning style. The first study found that computer use in the classroom was related to teachers' knowledge of basic computer operation, computer support, computer availability, classroom management skills, and personal commitment. Grade level and classroom structure (formal versus informal) were not factors in the successful implementation of computer activities. Both computer education studies showed the necessity of presenting computer activities in a manner that is meaningful to the teacher to prevent the anxiety or stress that new technologies may produce. (EW)