This paper reports on the findings of two surveys, one year apart, that examined the experiences and attitudes of teachers in a University of Hong Kong English Centre related to the prospect of a curriculum increasingly mediated through information technology (IT). The responses bear witness to the problems teachers experienced in attempting to computerize their pedagogical practices and show how issues of technology, workload, and support can contribute to levels of anxiety and resistance in the workplace. By the end of the second year, a few teachers remained skeptical that computers can enhance language teaching, but any remaining apprehension regarding IT tended to be focused on real administrative and logistical problems of implementation. The paper concludes with recommendations to institutions seeking to pursue the path of integrating IT into well-established curricular practices. (Contains 10 references.) (Author/MES)