Patterns of occurrence and type of computer use, major, gender, and computer anxiety were analyzed for teacher education students. Over a 4-year period beginning in the fall semester of 1986, 914 teacher education students provided data for this study while they were enrolled in a mandatory computer awareness module. All of the subjects were education majors with the following concentrations: English; science; social studies; elementary education; mathematics; special education; and physical education. In addition to providing data for the study, the students responded to a computer anxiety instrument--a modified version of Spielberger's Self-Evaluation Questionnaire. Males (n=277) had significantly lower levels of computer anxiety than did females (n=637). Almost half of the students had no previous computer experience, and many were highly apprehensive toward computers. Mathematics education and science education majors were significantly less anxious toward computers than were students with other majors. Students in all seven majors had very little experience in running content-area software. Across the 4 years studied, there was a lower percentage of no prior computer experience and a higher percentage of previous use of content area software and word processing, spread sheet, or data base software. Three implications for teacher education are highlighted: (1) course designers should recognize that many students have no prior experience with computers; (2) practical uses of content area software and managerial types of software should be the focus for areas other than mathematics education; and (3) computer instruction should be driven by the student's major. Four tables contain study data. (SLD)