This is the third in a series of studies examining young students' attitudes toward and knowledge about computers. Data were collected at the end of students' third and fourth grade academic years and analyzed with respect to their "love" of computers, their feelings of competence in using them, and the number of computer terms they listed in three minutes. Comparisons were made across five New York City "midtown" fourth grade classes varying widely in teacher experience and practice, as well as with respect to findings at a more affluent, less racially diverse "uptown" school. Absence of teacher incentives and training contributed to failures in effectively structuring classroom computer access around challenging assignments that might have served to increase computer literacy and to narrow gender and racial gaps. Contrasts with the more affluent "uptown" school in terms of facilities and scheduling, home Internet access, and "computer literacy" gains are striking. Implications are drawn for changes in curriculum priorities, administrative practices, and ongoing inservice teacher education to better ensure equitable computer access and student learning.