This study was part of a series of studies examining the relationship of teacher variables to teachers' adoption of computer use. Previous studies have considered computer use as a process of the adoption of innovation and as a result of the influence of the internal variables of the person. This study adds the variable of subjective norms because they suggest a means of accounting for a person's decision-making behavior by specifying influential environmental factors represented by significant other people. Subjects were 138 elementary school teachers from a rural midwestern state. Computer use was classified into nonuse, utilization, and integration. Subjective norms were identified through the impact of four significant members of the environment (principals, colleagues, students, and the profession). Teacher-perceived relevance and self-competence were also measured. Results indicate that subjective norms are predictive of teacher computer use and that the expectations of teachers' significant others in a professional sense are influential in developing teachers' own expectations of computer use. One table summarizes study findings. (Contains 22 references.) (SLD)