This study examines the relationship between internal barriers, professional development, and computer integration outcomes among a sample of fourth- and fifth-grade teachers in an urban, low-income school district in the Southeastern United States. Specifically, we examine the impact of teachers' computer attitudes, computer anxiety, and computer training on the quality of computer integration in their classrooms. Using data from the Integrating Computing Across the Curriculum project, we utilize a mixed-methods approach to explore these relationships. Our results indicate that teacher attitudes and participation in an intensive computer-based training have a positive effect on computer integration practices. Findings from this study support providing teachers with more computer-based training which aims to improve the quality of classroom integration. This may lead to improvements in teacher attitudes toward computing and an increase in levels of computer integration in the elementary school classroom.