Studies have shown that stand-alone technology courses, such as those taught in most teacher education programs, only develop basic computer literacy skills and do not prepare educators to use instructional technology in the classroom. A 14-item questionnaire assessed instructional technology use for classroom management and instructional development among a stratified random sample of K-12 teachers in four rural, Middle Tennessee schools. A total of 168 inservice teachers completed the study questionnaire. Results supported the hypothesis that teachers were using instructional technology primarily for classroom management tasks. Access to technology, State technology utilization grant recipients, and teachers' computer self-efficacy significantly predicted IT utilization. Results are discussed in the current social context of IT infusion through education and recommendations concerning K-12 IT use are offered. (Contains 2 tables.)