Based on findings that poorer schools tend to use computers mainly for drill work, while richer ones often use them for other purposes, such as supporting research and creativity, this project aimed to increase the understanding of how to best support teachers in inner-city schools. The project worked intensively with teachers from two inner-city elementary schools on using computers to enhance a problem-solving, cooperative approach to education. Teachers were trained while they had computers in their homes, helped to integrate computing into their curriculum, and supported while they implemented their plans. Results include findings about how best to teach teachers about new software, how long it takes teachers to learn about and use computers well, and how best to support teachers while they implement classroom plans. Learning to use new software proceeds in stages, and may require years for teachers to feel completely comfortable with sophisticated applications. Learning how to use computers and software is often much easier in collaboration with others than learning alone. Time spent with a computer at home helped build teachers' confidence for use in schools. Theoretical and practical learning about software, inside and outside the classroom, should be ongoing. Diffusion of interest about using computers can spread throughout a school, based on interesting projects some teachers are involved in. Schools need to provide time for teachers to learn about computers, and teachers will integrate computing into the curriculum in different ways. The paper includes an executive summary. (SWC)