The Computing Potential in Atlanta Public School Education (CPAPSE) was developed to determine teacher attitudes about computing potential as an instructional tool and to compare current practice with potential computing applications to determine the degree to which computer resources are being used in grades 2, 3, and 4. During the last week of school for the 1989-90 year, 472 teachers from 62 Atlanta (Georgia) Public School System elementary schools answered questions about perceived skills, cognitive proficiencies, present practices, and current and potential matches between computing and subject area. Univariate statistics are reported for data reduced to one-tenth of the scales answered by teachers and normed to five points of their cumulative distribution functions. The second analytic stage computed factors for the 39 unified item scale and for 5 scales representing logical divisions of items. A second-order factor analysis is reported for the 11 first-order factors arising from factoring scales for 5 CPAPSE parts. A three-factor construct validation is presented for the CPAPSE. Multivariate analyses of variance showed that for all significant grade level differences there were systematic transitions of factor score means from second through third to fourth levels of instruction. Five figures and 12 tables present analysis results. Appendix A contains the 40-item survey, and Appendix B contains teacher comments and item-by-item responses for coded respondents. (SLD)