The purpose of this quantitative study was to examine the ways elementary teachers use computer technology for instructional purposes and the factors that influence their use of computers. The population consisted of recent graduates from the elementary teacher preparation program at a mid-Atlantic university. Data were gathered using a survey instrument. The instrument addressed the four factors that support teachers' use of computers: (a) access and availability, (b) preparation and training, (c) leadership, and (d) time. Descriptive and inferential statistics were employed in this study. The response rate was 89%. The findings indicated that 84% of the teachers felt either well or very well prepared to integrate technology into curriculum, and that they were able to overcome the typical barriers to computer use in elementary classrooms. The teachers overwhelmingly indicated that computers have considerable potential for allowing students to discover or construct ideas for themselves and supported constructivist pedagogies when referring to computer use in elementary classrooms. Teacher preparation, teacher philosophy, and grade level were identified as influential factors in the use of computers by the elementary teachers and the elementary students. A General Information Questionnaire is appended. (Contains 5 tables.)