This paper presents ideas about what is required for the development of expertise in computer technology and considers those requirements in the K-12 setting. This analysis comes from the point of view of long-time, self-trained users of personal computers and computer communications and long-time observer of the growth of technology expertise in California State Government, but who are not in the K-12 system. The paper: (1) outlines hypothesis regarding acquisition of expertise ("no one becomes expert in the use of personal computers who does not own one and learn predominantly at home or otherwise on personal time"); (2) presents a revised view reflecting responses received by e-mail; (3) illustrates with examples; and (4) interprets the revised hypothesis in the light of a simplified view of the K-12 setting. References to "personal computers" or "computer technology" encompass various platforms, including the Macintosh and the Intel/Windows/IBM-compatible platform, and communications via local area networks and the Internet. (AEF)