The purpose of this study was to investigate the computer backgrounds of students enrolled in a teacher credential program. Specifically, this study attempted to determine if a person's computer background had any influence on attitude towards computer use, willingness to pursue further formal instruction in computer education, interest in using the computer in a classroom setting, and other factors regarding implementation. Other studies have indicated that there are significant differences between males and females in the areas of mathematics preparation and the pursuit of mathematically oriented careers--with males generally outnumbering females. Other studies have focused on the differences in computer expertise and use between the sexes. Because computers have been traditionally linked with science and mathematics, it was hypothesized that males and females would also differ in the areas of computer interest and use. Students in the educational computer technology program at California Polytechnic Institute, Pomona, were asked to complete a three-part questionnaire pertaining to microcomputer use. The first part of the questionnaire elicited information on the students' backgrounds in mathematics and computer experience; the second was designed to determine attitudes towards computer use; and the third asked students about topics they felt were important and relevant to their use of the computer as classroom teachers. Results of this study have revealed no significant differences in the areas of computer background, attitude, and topic interest between males and females. These findings indicate that the disparity that has been observed in other mathematically oriented areas may not apply to the field of computing in education. (Contains 20 references.) (Author/ALF)