This study explores beginning elementary teachers' instructional computer use, with emphasis on the ways in which these teachers use the computer, influences on these uses, and the impact of these uses on their teaching and socialization into the profession. A qualitative case study research design, drawing on ethnographic methods, was used to examine six beginning elementary teachers, all women, who were teaching in grades two, four, and five. Data were collected through in-depth focused interviews, classroom observations, informal interviews, and daily logs maintained by each teacher. Results revealed that beginning teachers spend their early teaching experiences struggling to survive as they settle into their role as teacher. Computer usage was not emphasized because the teachers viewed computers as "extra" and "special," not as tools to enhance the instructional process. As teachers gained confidence and experience, their use of the computer evolved to include many classroom activities; however, they continued to feel constrained by the time required to plan for microcomputer use, select software, and cope with individual student needs. It is recommended that teacher preparation programs include an introduction to computers, their operation, and potential uses in the classroom, and that field experiences in using computers for instructional purposes be engaged in frequently. (23 references) (DB)