A preliminary case study used repertory grid and stimulated recall techniques to examine how teachers make sense of the impact of microcomputers on their work. Emphasis was on how teachers construe their classroom influence in relation to the actual use of microcomputers and to idealizations of their use. A version of the Kelly (1955) repgrid was used with two teachers who, in interviews, completed a projective-type test using their own constructions. Constructs were elicited by having teachers group 30 microcomputer situations and evaluate each situation in relation to each construct. Five constructs were provided and approximately five elicted to obtain a grid which was analyzed as a basis for developing a follow-up interview protocol. This report includes a review of related literature, a description of the general research methodology and specific strategies, examples of data collected from one teacher, a description of data analysis techniques, and preliminary results. Figures and tables include a list of events used as elements in construct elicitation, an example of a completed grid, an interview protocol, and a transcript of a conversation with a teacher regarding the situations. Examples illustrate the kind of data that emerge from the interview protocols based on grid analysis. Seventeen references are listed. (LMM)