This study describes the uses of microcomputers in compensatory education programs funded under Chapter 1 of the Education Consolidation and Improvement Act in Wyoming, and examines the relationship between computer use and student achievement gains. Information was obtained from 42 school districts through a combination of telephone interviews, written questionnaires, and on-site visits. The following summary findings are reported: (1) districts are making active use of computers in Chapter 1 programs; (2) there is little evidence to support large-scale investment in computer-intensive approaches over other Chapter 1 approaches; (3) Chapter 1 teachers would benefit from training in software availability and use; (4) additional computers could be put to effective use in many projects that currently have one computer per class; and (5) the administrative use of computers could be greatly improved. Four case studies describe computer-managed instruction, the use of computers as a supplementary resource, computer assisted instruction (CAI), and the use of computers to drill and practice mathematics. Statistical data are included on three tables and six graphs. An eight-item bibliography, a discussion of the data collection and response, and copies of the telephone interview guide and the survey questionnaire are appended. (FMW)