This study investigated barriers to calculator use in elementary school classrooms. Teachers (n=348) and principals (n=30) in western New York State were surveyed in 1988 about their feelings and beliefs about calculator use. Analysis of the responses found that teachers and principals believed that calculators should be used in elementary classrooms; however, teachers appeared to harbor fears about the effects of the use of calculators on students' learning. Principals appeared to be less concerned about negative effects. Teachers and principals believed that inservice programs would be most helpful to them in learning to integrate calculators in the K-6 elementary mathematics curriculum and that calculators needed to be readily available for instruction in the classroom. (KR)