In this study, the effects of an introductory computer class versus a content-specific course, computers across the curriculum class were examined for changes in computer anxiety and computer concerns. Computer anxiety was measured with a modified version of the Spielberger Self Evaluation Instrument. To track and compare changes in pre-service and inservice teachers' concerns about computers through the seven stages normally experienced when teachers are introduced to new technology, the Stages of Concern instrument, developed by Hall, Rutherford, and George (1988), was utilized. The population of the study consisted of 20 graduate students enrolled in an introductory computer course and 15 graduate students enrolled in a content-specific course using computers. It was found that both treatments were effective in reducing computer anxiety. Students in the introductory course had significant changes in the informational and management concerns. Although the content-specific groups did experience some changes, there were no significant changes in their educational computing concerns. Both groups gained competency in educational computing and knowledge and confidence in integrating computers with various curricula. (Contains 14 references.) (ALF)