In a national survey, teachers who had more computer technology training used computers with their students in more ways and to a greater extent than teachers with fewer hours. Using the same questions, responses from third grade public school teachers in Illinois were compared to the responses in the national survey. Also, in this study, the surveys were also sorted by demographic area to identify the differences or similarities between them. The data suggest that the number of hours of computer technology training make a difference in how computers are used. Teachers with more training are more likely to use computers in more ways and to a greater extent. The data sorted by demographic area and the number of hours of training indicated some differences. Compared to third grade teachers in rural and urban areas, teachers in suburban areas used computer technology to a greater extent and in more ways, even though more teachers in rural areas had more hours of training. The results of the responses of third grade teachers in Illinois compared top to the national sample of elementary teachers responses, showed some similarities and some differences. Illinois teachers assigned computers for research and for demonstrations and simulations more often than teachers in the national sample. Problem solving, however, was an area that was below the national survey average. Also, the number of hours of training correlated to the teachers feelings of preparedness. These results are similar to the results of the national survey. Includes 11 figures. The survey questionnaire and survey letter are appended. (Contains 18 references.) (Author/AEF)