Although today's schools are rapidly acquiring computers and increasingly relying on them for instructional purposes, training of teachers to use computers in the classroom has not kept up with this trend. If teachers are to be held accountable for integrating computers into their instructional repertoire, they deserve systematic exposure to technological enhancements at all levels of a coherent, interrelated preservice curriculum. Teacher education programs vary in their approach to helping preservice teachers to develop computer competency. The education faculty at the College of Saint Elizabeth (New Jersey) developed a project to establish a teacher education curriculum in which computers would be systematically integrated throughout course content and field experiences. Computer skills, knowledge, and competencies would be acquired by students through a developmental process spanning four stages: awareness, adaptation, analysis, and application. These stages and accompanying activities correspond to the 4-year comprehensive teacher education curriculum. An outline of program goals and activities identifies competencies, supported by behavioral objectives, that correspond to each of the four stages in the developmental process. The integration of computer competencies within the curriculum focused on three major areas: curriculum and evaluation, student learning and development, and the classroom and school. The college's Department of Education has also established a Teacher Education Computer Laboratory containing computers, a catalogued software collection, professional journals, and audiovisual equipment. Every course in the education curriculum integrates into the course content hands-on assignments and projects that require computer utilization. (IAH)