This study identifies classroom conditions that affect student empowerment and examines the relationship between student empowerment and high computer access (HCA). The study involved observation in two fourth grade classrooms--one week in an ACOT classroom (with high computer access), and one week in a non-ACOT classroom (without high computer access). Descriptive data were collected, including field notes, videotapes, interview notes, and student materials. The data were analyzed to identify conditions that affect student empowerment and to explore their relationship to the students' use of computers. Four classroom conditions were identified that promote student empowerment. Empowerment was high when students were able to shape their activities and assignments, when the assignments were sizeable, when the assignments were cognitively and socially complex, and when evaluative feedback to students was primarily private and task-related. The research indicates that these four conditions are also related to HCA. Questions arising from the research are: (1) What is an appropriate level of student empowerment? (2) What kinds of classroom management techniques work well in student-empowered classrooms? and (3) Is HCA related to the students' use of productivity software? (22 references) (GL)