Faculty concerns about integrating computers in teacher education courses were studied for 26 members of the education faculty at a northwest university. Faculty members responded to the Stages of Concern about an Innovation Questionnaire and discussed their concerns in interviews. The Concerns-Based Adoption Model, which provided the conceptual framework, identifies seven dimensions of concern. Questionnaire data indicate that the faculty as a whole had the most intense and frequent concerns in the self-concern category of awareness, information, and personal. Experienced instructional users had more intense concerns about the impact stages of use than did the inexperienced users. The most important factor influencing the stage of concern was whether or not the respondent had experience incorporating computing assignments in courses. Implications of these findings for teacher education are discussed. One figure and two tables present study findings. (Contains 14 references.) (SLD)