A review of the literature indicates that, in the 1990s, production workers will need significant amounts of human capital investments in terms of education, training, and retraining, to have the new and updated computer and technical skills required by American employers. The present empirical study determines and defines seven factors that are involved in the process of integrating computer technology into the K-12 public school curriculum and presents these factors in the form of a causal model: (1) Upper Management Encouragement; (2) Teachers' Training and Background; (3) Technology Integration Plan; (4) Teachers' Overall Attitude toward Computers; (5) Teachers' Attitudes toward Limited Use of Computers; (6) Use of Technology on the Job; and (7) Use of Technology at Home. Twenty-one hypotheses based on this model are proposed and tested using Linear Structural Relations analyses. The study was executed in a West Texas school district, where all administrators and teachers were asked to complete survey questionnaires. Of the 270 questionnaires distributed, 168 were returned (61%). The survey was followed by 12 personal staff interviews. The results support the fact that technology integration into the K-12 curriculum is a complex matter and must be addressed through a number of variables, including training for teachers, adequate public and/or private funding for the acquisition of equipment, and the formation and implementation of a technology integration plan supported by upper management. A copy of the survey instrument and supporting data from the study are appended. (47 references) (BBM)