One step toward promotion of equitable educational computing is to provide teacher education based on a better understanding of the machine/human interface, including the dynamics of teachers' decision-making about computer use. To test this notion, a study was conducted to investigate the relationship between elementary teachers'"psychological types" and their uses of instructional computing. The null hypothesis--that there is no relationship between these "types" and teachers' reactions to instructional computing--was tested. Subjects were 60 elementary school teachers who taught on a full-time basis across the general curriculum in three schools with the same socioeconomic population of students. The Myers-Briggs Type Indicator (MBTI)--a questionnaire used widely in counselling, psychology, and education to determine "psychological type" (extroversion/introversion; sensing/intuition; thinking/feeling; judging/perceptive)--was administered to all participants. Chi-square statistics revealed a significant relationship between specific MBTI dyads and several dependent variables: i.e., the amount of training teachers had taken through district-supported classes; feelings of adequacy of training; whether or not the principal encouraged computer use; factors which make it difficult to use instructional computing; and opinions about the quality of available software. Another important finding was that the school principal appeared to be the most influential person in determining how computers were used in each school. A discussion of ways in which to better involve the different "psychological types" in instructional computing concludes the paper. (27 references) (CGD)