This paper describes an inservice project designed by The Johns Hopkins University and the Baltimore City Public School System to help teachers acquire the skills necessary to effectively integrate computer technology into science instruction. From 1986 to 1988 the project was implemented in the large urban Baltimore school system with 100 teachers who ranged in computer literacy from novice to experienced user. Components of the inservice design included teacher training, acquisition of hardware and software, development of model lessons, and the establishment of an extensive and diverse support system. The nature and extent of implementation of that training is currently being evaluated. Project staff are closely monitoring both personal and classroom use of the computer by those trained. Preliminary results indicate that 90% of trained teachers are using computers to manage instruction, and 75% are using computers in their science classrooms. Included are the classroom observation form and the computer usage questionnaire. (Author/MVL)