Beginning in 1994, the Ohio SchoolNet Program has worked to place computers in the Ohio Public Schools, and the SchoolNet Plus Initiative has provided at least one interactive computer workstation for every five children enrolled in grades K-4. This study examined (1) whether there were any relationships among teacher computer access, student computer access, years of teaching experience, and professional development concerning the use of technology; and (2) whether these characteristics can serve as predictors of student competence in the Ohio Public Schools as defined by the National Educational Technology Standards (International Society for Technology in Education, 1998). A survey was developed and sent to teachers in 108 public school districts in Ohio, and 762 surveys (72% return rate) were completed. The analysis of the data supports the SchoolNet Initiative in the placement of technology in the classroom. Survey responses indicate that the placement of computers has provided a leveling of the field in the development of technology competence. Low scores on two of the defined competencies suggest a lack of professional development in the integration of technology in the classroom. Study results indicate the need for professional development and time for the development of implementation strategies for the classroom. (SLD)