Despite the well-known potential of computer technology to promote achievement and motivational gains among social studies learners, there is very little reported use of microcomputers in social studies classrooms. Factors contributing to this lack of use include: (a) lack of microcomputers for teacher use, (b) lack of high quality software, (c) ambivalence of research findings on the effectiveness of computer based education, (d) lack of teacher knowledge and skills regarding the instructional use of computers, and (e) lack of software that is integrated into the social studies curriculum. This study surveyed secondary social studies teachers to determine: (a) the degree to which they are integrating microcomputers into their instruction, (b) the nature and extent of this integration, and (c) the incentives or barriers to integrating microcomputers into social studies. Research methodology is examined and results are discussed and presented in tables. Findings reveal a higher level of computer use in secondary social studies instruction than previously reported, and positive attitudes toward computer integration in the classroom. Computer usage continues to be low, however, and one major barrier to increased use is insufficient teacher preparation. Seventy-four percent of respondents had no computer experience. Another is the lack of available computers for classroom use. The paper presents a profile of computer users and non-users, describes how microcomputers are used in social studies classes, assesses the influence of context variables, such as geographic location, on microcomputer use, and proposes responses to the study findings designed to improve social studies computer use. A 29-item bibliography is included. (GEA)