The purpose of this study was to examine the initiation and implementation of microcomputer technology in the educational environment of N.H. Jones Elementary School (Ocala, Florida) and to assess its impact on teachers. Microcomputer technology was configured as a teacher workstation. A conceptual framework was developed to promote microcomputer technology and to monitor and interpret the phenomenon. Elements of the framework were five guidelines of the Innovation-Focused strategy, interventions of the Change Facilitator strategy, and the Concerns-Based Adoption Model (CBAM). Five questions which directed the research were: (1) What concerns did teachers have about microcomputer technology? (2) Were there factors in the school environment that promoted the diffusion and use of microcomputer technology by teachers? (3) Were there perceived barriers that impeded teacher acceptance and use? (4) What levels of use did teachers attain using the innovation microcomputer technology? and (5) What teacher-related outcomes were attributed to using microcomputer technology? Results showed that teachers had Self and Task concerns at the beginning of the study, changing to Impact, Consequences, and Refocusing concerns as their involvement with the technology increased. Results revealed that teachers clustered in Mechanical and Routine user levels. By the end of the study, 80% of teachers had reached the Routine Level of Use. Recommendations for future research include configuring microcomputer technology beyond a teacher workstation, replication of the study using the change model presented and identifying long-term impact of microcomputer technology on teachers. Fourteen tables and 14 figures illustrate study findings. Appendices include: Stages of Concern Technical Information; N.H. Jones Elementary Change Strategy; Level of Use Protocol; Chronology of Events; Microcomputer Workstation Configuration; Stages of Concern Interpretations; and Teachers' Stage of Concern Mean Percentile Scores for Instructional Technology, May 1993, September 1993, and May 1994. Contains 87 references. (Author/MAS)